Schoology was a beast to conquer my first year, but I'm proud to say I've added another Course Management System (CMS) to my toolbox. I feel prepared to create assessments, respond with effective feedback, and utilize the other various features Schoology has to offer for teachers, students, and parents. Without the pressure or encouragement to explore this CMS, I might revert to my pencil and paper or Google Forms assessments.
Ethical and Critical Issues of Digital Assessment
From my experience, Schoology does not collect additional data and raise concern about my students' privacy, like G Suite applications. The 2020 pandemic has required many districts to revert to online learning. This emergency adjustment has not prepared administration to re-evaluate the CMSs in use and if they're appropriate for full-time remote learning. For example, can teachers trust and rely on Google Classroom to continue ethical, private communication between students and teachers or is a higher organization surveilling our classroom instruction time? Fisher (2017) shares her thoughts as a librarian analyzing Respondus LockDown Browser. She offers her insight, past privacy concerns, about the manipulation and stealing of student data
organizations are allowing, whether they're aware of it or not! Fisher helps us, educators, reflect on the purpose of assessments and technology integration. Why do we need to shut-down a student's internet access? Why are we requiring students to set-up a webcam to monitor their environment when they're taking a test? In simple terms, this is to detect any cheating. However, is the way we're approaching this, ethical? Can we trust the systems and technology we're using? These ethical considerations encouraged me to consider my experience and intention for CMSs and technology-based assessments, for example: my CMS Assessment.
Receiving Feedback
As I've mentioned in my previous blogs (and on Twitter), I thrive when it comes to receiving and analyzing feedback. I am extremely grateful and reflective when I read notes, questions, or constructive comments as I strive to continue growing as an educator.
The feedback from my colleague (MSU classmate) was organized, reassuring, and constructive. Color-coating his feedback helped me focus my attention on areas I could improve my CMS Assessment, but also parts I excelled. The feedback was short, simple, and clear which helped me understand where I could enhance my assessment.
Similarly, my instructor provided feedback I used to further perfect my assessment. However, the table provided an even more organized format to understand his comments and thought processes. I tracked and pulled out specific wording or questions I could modify using his specific suggestions, as oppose to brainstorming my own. I considered and reflected upon his feedback in comparison to my peer and concluded with very similar suggestions and praises they both presented: aligning with ADC questions and identifying the limitations and affordances of Schoology. If their feedback for my work were to conflict or contradict, I would need to learn more or understand the purpose behind their thought process reviewing my CMS Assessment. I might consider their backgrounds and point of views to better direct my edits.
Development of CMS Assessment
After investing time and exploring resources to create an assessment through Schoology, I am extremely pleased with my final product. A certain time requirement, not being able to include outside features and my ADC challenged me to critically develop an effective assessment for my social studies geography unit.
Although I extremely appreciate the feedback I received from both individuals, I do not see any specific changes suggested to be made in order to significantly enhance my current CMS assessment. I'm very thankful and continue to accept any and all constructive feedback for my assignments as I realize how impactful and powerful feedback can be in any setting and any context.
"It take humility to seek feedback. It takes wisdom to understand it, analyze it and appropriately act on it." -Stephen Covey.
Resources:
Fisher, Z. (2017, October 9). Have we confused surveillance with assessment of student learning? [blog post]. QuickAskZoe.com. https://quickaskzoe.com/2017/10/09/have-we-confused-surveillance-with-assessment-of-student-learning/.
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