Learning Outcome 6 and 7: Evaluate Technology resources to facilitate effective assessment and evaluation and utilize technology to collect and analyze date, interpret results, and communicate findings.
The principle that I used was the cognitivism/pragmatism. This principle was used because it involves interactivity with the lesson. I do not want my students to be intimidated by any type of math. This is why I feel the interactivity was important to take away the intimidation of the problem. I wanted them to know there is nothing to be scared of. The theory that I referred to is the elaboration theory because it involves an elaborate sequence, learning prerequisite sequences, summary, analogies, cognitive strategies, and learner control (Dabbagh, 2006).
My Activity and The Redesigned Activity
The assessment that I chose that would seem to display outcome 7 would be an algebra test that was displayed on my course sites page under my created algebra 1 class. The test for the algebra class was created to course sites using their assessment tools that already had available within their learning management system. The way in which I would redesign the test to meet the requirements of a specific principle would include the students interacting with each of the questions. The students would be asked to participate in the assessment through an interactive white board by displaying their understanding of how the equation should look and how it should be solved by writing it on the whiteboard online that I will provide to them. The students will be divided into groups so that I can evaluate each student’s mastery of the equation and all its parts through the usage of the whiteboard in a seminar setting. The information that I get from the seminar will allow me to see what students are having trouble with. The seminar will be recorded. This will enable me as the instructor to go back and review where the weaknesses were. Students will also be able to go back and review and evaluate themselves concerning what they got wrong and how it should look. It will help them to also see their mastery level through the number of questions that got right versus what they got wrong.
The principle that I used was the cognitivism/pragmatism. This principle was used because it involves interactivity with the lesson. I do not want my students to be intimidated by any type of math. This is why I feel the interactivity was important to take away the intimidation of the problem. I wanted them to know there is nothing to be scared of. The theory that I referred to is the elaboration theory because it involves an elaborate sequence, learning prerequisite sequences, summary, analogies, cognitive strategies, and learner control (Dabbagh, 2006).
My Activity and The Redesigned Activity
The assessment that I chose that would seem to display outcome 7 would be an algebra test that was displayed on my course sites page under my created algebra 1 class. The test for the algebra class was created to course sites using their assessment tools that already had available within their learning management system.
The way in which I would redesign the test to meet the requirements of a specific principle would include the students interacting with each of the questions. The students would be asked to participate in the assessment through an interactive white board by displaying their understanding of how the equation should look and how it should be solved by writing it on the whiteboard online that I will provide to them. The students will be divided into groups so that I can evaluate each student’s mastery of the equation and all its parts through the usage of the whiteboard in a seminar setting. The information that I get from the seminar will allow me to see what students are having trouble with. The seminar will be recorded. This will enable me as the instructor to go back and review where the weaknesses were. Students will also be able to go back and review and evaluate themselves concerning what they got wrong and how it should look. It will help them to also see their mastery level through the number of questions that got right versus what they got wrong.
Dabbagh, N. (2006). Instructional design knowledge base. Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm
Algebra I.
https://www.coursesites.com/webapps/portal/frameset.jsp?url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_370086_1%26url%3D