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Development of students' digital skills

Creation of a collective blog on a topic of common interest for high school students

In this scenario, students can:

• Search for relevant and reliable information on the chosen topic, using different sources and digital tools;

• Produce original and creative content, using different digital formats and languages, such as text, image, audio and video;

• Publish the contents on the blog, following the rules of intellectual property and citation of sources, and respecting the copyright and privacy of those involved;

• Interact with blog readers by responding to comments, moderating discussions, and accepting constructive criticism;

• Evaluate the blog's impact on the school community and society in general, using indicators such as the number of visits, comments, shares and positive or negative feedback.

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The UNESCO Global Development Commons is a digital platform of ideas that supports child-centred sustainable development goals. This platform offers resources, insights and collaboration opportunities for educators who want to integrate digital literacy into their pedagogical practices.

The platform draws on the experience and expertise of UNESCO, a specialized agency of the United Nations that promotes international cooperation in education, science, culture and communication. Is also aligned with the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions, which aims to monitor the implementation of cultural policies that contribute to the sustainable development goals.

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Week 4 and Week 5 - From Feedback to Planning

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Week 4 and Week 5 - From Feedback to Planning

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What is good feedback?

After reading the documents provided and exchanging ideas about the topic, our group has come to the conclusion that good feedback:

§  involves students as agents in the learning process

§  engages students in the reflection of the learning process

§  makes students aware of where they stand in the process of learning and of what they need to do to improve

§  allows students to enhance their learning path guided and supervised by feedback providers (teachers)

§  allows students to construct learning and to monitor their performance based on feedback given

§  focuses on the learner’s needs

§  is based on evidence

§  fosters self-regulation

§  puts learners as feedback seekers and feedback providers

§  focuses on improvement strategies

§  is the result of clear assessment criteria and of learner’s and teachers’ engagement in the learning process

§  involves peers’ feedback

As far as sustainable assessment is concerned, learners have a “say” on feedback, that is, they drive learning and generate their own feedback, as suggested by Boud & Molloy (2013, p. 1) “This positions learners as having a key role in driving learning, and thus generating and soliciting their own feedback”.

Feedback, which should focus on the learner’s needs and not on the teacher’s capacities, is only good feedback if judged on identifiable impact on learning, that it, on evidence.

To be effective the feedback must be present since the planning moment, all the agents of the process (students, teachers, staff, parents) should be aware that at a specific point of the learning process feedback will be there, either in a formal or informal way.

According to the Portuguese Project “MAIA”  feedback (either in formative as in summative assessment) should be considered on its three dimensions: feed up, feedback and feed forward to reach the objective of improve students’ success. In this context feed up is presented as a clarification of the learning goals, as well as the criteria (rubrics) that will guide and regulate students and teachers’ expectations and work. This process will be a challenge for both, but it will also build a trustful relation between them.

The feedback is the most common way of regulation used, and should be reflected on the students’ progress, as it provides a regular set of actions that will lead to the desired goals.

The feed forward allows, mostly teachers, to rethink, reorganize, their teaching strategies (as it is seen because of the collected information from the feedback) promoting this way more conscientious and accurate changings.

References

Boud, D. and Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of

design Assessment and Evaluation in Higher Education, 38, 6, 698-712.

10.1080/02602938.2012.691462

Feedback and reporting. Victoria State Government.

Feedback and reporting (education.vic.gov.au)

Machado, Eusébio (2022) Folha # Feedback, Projeto MAIA, https://apoioescolas.dge.mec.pt/sites/default/files/2021-02/folha_feedback.pdf, accessed May, 13 th, 2023

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The key ideas for each concept are as follows

Formative assessment:
- proximity assessment - results from interactions between students and teachers and occurs throughout the teaching-learning process;

- helps students learn more and better;

- allows studentes and teachers to take stock of the learning situation and give feedback on the same;

Summative assessment:
- thoughtfully and deliberately collect information to form a value judgment of what students have learned;

- occurs after learning processes;

- complementary process of formative assessment;

Digital/e-assessment:
- increased opportunities for learners to act on feedback;

- capture of wider skills and attributes;

-greater variety and authenticity in assessment designs;

Sustainable assessment:
- prepares students to respond to their own future learning needs;

- regulate learning through resources reconciled with environmental preservation and cost reduction;

- contribution beyond the time scale of a given course.

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Week 3 - Evidence of progress - Evaluation rubric

To create an evaluation rubric for the presentation of “O Ano da Morte de Ricardo Reis,” by José Saramago, here are some items that can be considered and scored in the evaluation:

1.     Presentation content - how much of the plot, character analysis, and relevant themes of the book were covered (maximum score: 20 points)

2.     Organization and clarity of presentation - organization of main points, structure of speech, clarity and cohesion of ideas presented (maximum score: 20 points)

3.     Originality and creativity - originality and creativity in the presentation, such as the use of images, videos, excerpts from the book etc. (maximum score: 10 points)

4.     Communication skills - the presenter’s communication skills, whether they were able to convey ideas clearly and effectively (maximum score: 15 points)

5.     Knowledge of the book - the depth of knowledge of the book demonstrated in the presentation (maximum score: 15 points)

6.     Time management - the presenters’ ability to manage their time properly, not exceeding the time limit established for the presentation (maximum score: 10 points)

7.     Responses to questions - whether they were able to adequately answer questions asked by the audience or teacher (maximum score: 10 points)

Based on each of these items, an Evaluation Scale can be created with different levels of scoring for each item, in order to allow for a fair and comprehensive evaluation of the quality of the presentation.

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Digital Assessment Strategy - Ano da Morte de Ricardo Reis

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I have a teaching degree in Portuguese Studies.
I have been working in teaching portuguese language at the most different levels. I love teaching portuguese literature.
Rigt now, I'm studying Information Management and School Libraries in Universidade Aberta.
I'm teaching in ESPA in Odivelas
https://www.aepa.online/

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My name is Marina, I´m from Lisbon and I live in Malveira.
I live with my husband and our three teenage childs, so family management is a fundamental element in my life and from which I learn a lot for the management of conflicts and interests.
I like beach for walking, thinking and reorganize ideas.