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What did the blended assessment look like?
In class:
Students completed a 'Nearpod' exercise based on their learning from the unit. Nearpod allows me to differentiate the assessment, structuring it in a way that supports and encourages all students' abilities. Using the 'collaborate board' feature in this tool allows for live in-class discussion and a collaborative approach.

Asynchronous:
Students were instructed to complete a MS FORMS task. This assessment required longer, more detailed responses but I ensured to included multiple choice questions for the purpose of differentiation. Students completed this task as part of their homework.
Tools: utilised:

Nearpod, MS TEAMS, MS FORMS, MS EXCEL.

What did learners do:
Students completed the tasks, (detailed above), synchronously and asynchronously.

What did I do with learner generated data?:
Using MS Teams, I provided students with feedback based on their MS FORMS and Nearpod tasks.
I collected the data on FORMS and saved the work on MS EXCEL for further reference.
Before moving on from the unit, I facilitated an in-class discussion on our learning and assessment feedback. Students were invited to share their feedback and observations.

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Prior Learning. At home, students watch the playlist containing 6 very short videos in Miss Stout's History Class on YouTube (see link above).
Also, they reviewed the details in textbook (relevant pages) in ebook (or textbook) p374-385.

I asked them to use Vocaroo | Online voice recorder to record their summary of the main events in the course of the war. (The girls esp HATE this as they hate hearing their voices on the speakers)!

In class, we use Teams and Microsoft Forms to answer a quiz I have set on this section.

The advantage of the Forms app is that I convert the responses immediately into graphs and pie charts to show the group which questions are covered well and which need more revision. I also use it to ask them which they think is better covered and which is still requiring a little more input.

Tools: YouTube, Vocaroo, eBook, Microsoft Teams, Microsoft Forms. [I can also use Kahoot! instead of Forms, but Forms has more potential for using the data afterwards.]

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World War II, 1939-45 - Course and Impact

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Share your videos with friends, family, and the world

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Students identified & researched an area of local history that was of interest to them. Using microsoft teams, specifically the One Note collaboration space they communicated and shared information. Many students had a specific idea of what they wanted to research, some less sure and others were initially apathetic. The collaboration space was utilised in a very effective manner with students sharing links and ideas creating an excellent online repository of information.
Students collated the information in the normal manner with the aid of a bespoke handbook created by the History department for CBA1. Students were encouraged to explore different digital formats in which to display their work. I uploaded a number of videos demonstrating how to use Canva (to create an online workbook) Anchor (to record a podcast for those that selected to incorporate interview based presentations) & Flipgrid (students used the video recording function to spilt their assessment into 3 short videos) Many students choose to use a Powerpoint & traditional poster project style & uploaded to Flipgrid. This offered a great opportunity to promote peer assessment & student voice. The One Note collaboration space also became a hive of activity as students discussed the pros & cons of the different formats and the apathy demonstrated by some some students disappeared. It was great to see students actively encouraging each other to use the format that suited their learning style and the content they were presenting based on previous groupwork activities. Content is still currently being shared with the teacher via Teams, email & codes to Flipgrid & Canva. Feedback was submitted via voice recording function on Teams but also typed into their workbooks via Sharepoint.

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Recent methods I have used include:
Teams for student assignments - including uploading Word and PowerPoint documents.
Forms is great for many different ways of assessing. I found quizzes to be very good to assess knowledge before, during and after.
OneNote for uploading completed work and using the pen/voice notes to give feedback.
Mentimeter gives a very quick idea of the class understanding when shorter answers are needed and recently have found that helpful to discover common mistakes.

Nurture through teams has been a very new but useful tool. When creating the assignment you list the learning objectives for the work. Students complete their work/test, upload pictures of it and give a comment on how it went. You can choose to provide either short or deep feedback. With both you highlight the objectives the student still needs to work on and with deep feedback you can provide a comment with the objectives needing work. Once the feedback is published the students have to review and complete a piece (e.g. 3 thing learned, 2 interesting things and 1 question they still have) before receiving the grade/feedback.

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The students needed to do more practice speaking aloud and masks in the classroom were causing difficulties with assessment. In order to assess speaking more regularly (pronunciation/tone/accent etc.) I used the reading assessment tool on Teams and repurposed it to assess MFL speaking activities. In some assignments the students read prepared texts, in other assignments I just included oral questions that the students needed to respond to sight unseen. The tool allows for a number of adjustments to suit the goal of the assessment ie. 'video on' to ensure students are not reading answers, limiting students to one attempt etc. The tool tracks accuracy and allows you to type formative feedback while listening to the students' submissions.

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This week we would like to design and try out a blended assessment activity with your learners and share you experience here...

What did your blended assessment look like?
- What tools did you use?
- What did the learners do?
- What did you do with the learner data generated?

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Students in small groups were required to write a 300-500 word  referenced article with an accompanying digital piece (examples given & discussed) on one of or a combination of six areas of wellbeing.

They were given a digital library of reliable sources of information and having looked at examples of submission from previous years as a class we came up with success criteria which I converted to a rubric for grading under 5 different assessment headings in MS teams.

Class time was then used for groupwork where I corrected and fed back on work completed so far as well as encouraging reflection by regular reference to the mutually agreed success criteria.  Students were asked generally to work on the digital piece at home as well as completing small bits of written work on their assignments with class time devoted to the written work until it was completed.

Final work is collated into a digital handbook using Microsoft Sway and I use the rubric on teams and the facility to add comments to correct the work and give a final grade. Students are each given a small reflection template and asked to engage with feedback to identify two things they did well and one thing they could improve on.

https://youtu.be/45IJUCmlfqY

https://wakelet.com/wake/bdc5355b-248d-4403-a01a-085b0c27efe1

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