This week we explored ways of
using technology tools for both formative and summative assessment. In considering my students, the summative
assessment works, but the formative assessments are probably best done in
person.
I like the idea of using an
online portfolio as a summative assessment for my students. This gives them a comprehensive picture of
what they have accomplished and gives them something that they can share with
family and others. It is something
students can also use as a reference for future related projects.
It is in the area of
formative assessments that I think I will run into problems with my
students. My students not only lack reading
and writing skills, but have cognitive deficits in the severe to sometimes
profound range. My students do not have
the cognitive skills to understand how online feedback relates to their
work. They would need 1:1 assistance to
read the feedback and then figure out how to apply it. The 1:1 assistance means that the assessment
is no longer online but in a classroom, using the computer. Other than saving paper, I do not see this
particular form of assessment as a benefit to my students.
I looked into video sites as
an alternative to written online formative assessments, but have not yet found
a site that is cost effective and would be easy for my students to use. Regardless, I think the application of formative
assessments will still require 1:1 instruction.
In thinking about these types
of assessments and my particular students, I believe that my initial assessment
is correct: students with severe cognitive disabilities would not do well in a
100% online environment, but could benefit greatly from blended instruction.
