I am developing some resources for feedback and assessment for a couple of presentations in an doing. One of the tools that I want to use with staff for providing feedback is the review tools in MS Word. These allow the reviewer to make comments, corrections and suggestions with the learner. These are a great way to start the learning conversations and provide feedback that is: timely appropriate honest and supportive enabling I would appreciate any feedback on this starter sheets. More to follow. starter sheet - MS Word Review

This is the next starter sheet focusing on how to use comment tools for formative assessment. In this example the range of tools available in the product allow the reviewer to add audio comments, text based comment and well as a range of drawing tools. Being able to add notes to PDF is a powerful tool in the teachers tool kit. Most students can produce a PDF either natively within the application (This a standard in most Apple applications, adobe products and also some Microsoft tools as well) or using a plug in like CutePDF . The advantages for the student is they don’t have to worry about the layout of their work being changed or compatibility with the teachers software. For the teacher, they can annotate the document and share the changes with the students quickly and easily. As always feedback is welcomed. starter sheet - adobe acrobat reader Review  

The Harvard Graduate School of Education’s Project  Zero team has developed a useful tool for providing feedback. The tool is intended for a colleague or peer to provide feedback to a teaching peer about either their lesson, unit or potentially course of learning. I have been working on assessment for some presentation I have coming up and this is a potentially useful tool for providing structured and considered feedback. As teachers we know the value of providing feedback and critique to our students, but we sometimes struggle with receiving feedback ourselves. I have adapted the ladder of feedback tool to suit student feedback on a unit of learning. Ladder of feedback template The Original  Ladder of feedback has four steps or phases. They are: Clarify - are there aspects of this lesson, unit course that you don’t believe you understood? Value - what do you see in this lesson, unit or course that you find to be particularly impressive, innovative or strong? Offer Concerns - Do you detect some potential problems or challenges within this lesson, unit or course? Do you disagree with some part of the design Suggest - Do you have suggestions on how to address the concerns you identified during the last step? In some ways it resembles a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis, how ever the arrangement is more education focused and is far more usable. Resources: https://makinglearningvisibleresources.wikispaces.com/Ladder+of+Feedback https://makinglearningvisibleresources.wikispaces.com/file/view/Ladder+of+FeedbackGuide.pdf http://articlescoertvisser.blogspot.co.nz/2007/11/feedback-in-three-steps.html http://www.slideshare.net/susanlulee/teaching-for-understanding-framework-in-practice http://www.pz.harvard.edu/ http://idt744.wikispaces.com/Ladder+of+Feedback+Rubric

This is the next starter sheet in the set I am working on for providing technology tools for feedback. In this starter sheet, its looking at the tool set available in Google documents to provide feedback, critiques and correction. The tools include the revision history tool and using the comments tools to have a threaded discussion with the contributors. Google documents is a powerful and adaptable tool that is easily accessible in most parts of the world, from almost all devices. starter sheet - google documents - feedback As always I would appreciate your feedback. Check out the other starter sheets here - http://edorigami.wikispaces.com/Starter+Sheets

Diagnostic assessment is one of the three main forms of assessment we use. It is critical element of good teaching practice as it values past learning and lets us work out where our students are as we continue the learning journey. Diagnostic assessment is used at the start of a unit of learning and frequently at the start of a class, where the teacher uses it to establish what theirs students have learnt and retained from previous classes. It can be as simple as a question and answer session or more structured using tools like Google forms which will collate and record the students responses and provide the instructor with a summary of the class’s responses. This starter sheet looks at using Google forms as a tools to develop, deploy and collate diagnostic assessments. diagnostic assessment - google forms For other starter sheets check out the Educational Origami wiki - http://edorigami.wikispaces.com/Starter+Sheets URL for Educational Origami Wiki

This is the next starter sheet in the assessment series. This starter sheet looks at using the versitile and adaptable workhorse Voicethread http://voicethread.com to provide rich formative feedback to the students in text, audio or audio-visual mediums. Students are able to develop and upload presentations and then narrate these leaving voice comments as narration on each slide in their presentation. This narration plays as the slide is opened. The presentation can be automated to work through all of the slides. For the teacher, leaving a comment on students work is as simple as playing the slides and clicking on the text, voice or web camera comment button at the bottom of the page. From their the speak a comment or type a statement or both. As always, I would appreciate feedback on the starter sheets. startersheet - formative assess with voicethread For more starter sheets click here - http://edorigami.wikispaces.com

This is the next starter sheet in the assessment series. This is slightly more specialized in terms of the software being used, but the principles being applied are the same no matter what the testing tool is. Diagnostic testing is looking backwards to plan forwards. It can also include a snapshot of the understanding of the new unit of learning, in other words what to the students actually know about this topic, unit or concept. The process of developing a diagnostic test will include: Identifying the assumed knowledge that is critical to the students learning. Identifying a range of aspects of the new unit that could be examined. Ideally these should be the basic elements. Decide on a suitable assessment method - Multiple choice questions are good for lower order thinking i.e. remember and understanding Ask yourself the questions - What does this question or task show? Does this identify prior learning, or existing knowledge? How will it help me to adapt and change my program of learning? Starter Sheet - Diagnostic assess in moodle Click here for the other starter sheets in the series. http://edorigami.wikispaces.com As always feedback is appreciated. Educational Origami

This is the next in the assessment series - this use a blog as the medium for a student applying the reflective cycle to reflect on an event. The reflective cycle has 5 stages - Select an event describe the event - what, where, when and who Analyse the event - break it down into the component elements and as the How and why questions Evaluate the event - make a judgement having considered the impact, importance, effectiveness and relationships Transform - make a change based on the process This can be used in a wide range of situations whether it is a student reflecting on their learning and contribution, a students posting a comment on a peers blog and using the cycle to offer critique and comment or a student reflecting on the events of the day. Starter sheet reflection cycle in a blog post As always comments are appreciated For the complete set of starter sheets visit the education origami wiki - http://edorigami.wikispaces.com   educational origami wiki

I had to link the digital citizenship agreements I have developed to create a continuum that starts in the junior school with our younger learners and proceeds through to our more senior students. I took the three agreements or guidelines and combined them into one document that follows three strands - personal responsibility, social responsibility and material responsibility At each grouping the language is different and age appropriate but the underlying contexts of protecting and respecting are there. I do not see any value in having new entrant and very young primary/elementary students signing any document as they will not understand that expectations or in the case of the younger students even be able to read them. The originals are here at http://edorigami.wikispaces.com . Digital Citrizenship is a core element of the 21st Century Fluencies we have developed at the 21st Century fluency project As always I wold appreciate your feedback and suggestions. DC across the years

Lee sent me this article recently and I have to say I am a little shocked. http://www.cbc.ca/news/technology/story/2012/04/25/google-drive-cloud-storage-terms.html Like many in education I make use of the Google suite of tools, for a long time Google documents and more recently Google drive. I suspect that like many people when it came to agreeing with the terms and conditions I just ticked the box and got on with it. I have to be honest, I am shock at what I have agreed to, and it makes me question what I would upload to google. Here is the critical section for me: "When you upload or otherwise submit content to our Services, you give Google (and those we work with) a worldwide license to use, host, store, reproduce, modify, create derivative works (such as those resulting from translations, adaptations or other changes we make so that your content works better with our Services), communicate, publish, publicly perform, publicly display and distribute such content. The rights you grant in this license are for the limited purpose of operating, promoting, and improving our Services, and to develop new ones. This license continues even if you stop using our Services (for example, for a business listing you have added to Google Maps). Some Services may offer you ways to access and remove content that has been provided to that Service. Also, in some of our Services, there are terms or settings that narrow the scope of our use of the content submitted in those Services. Make sure you have the necessary rights to grant us this license for any content that you submit to our Services." http://www.google.com/policies/terms/ Concerned? I have some reservations about this. Essentially I have given google by default permission to use, host, store, reproduce, modify, create derivative works, communicate, publish, publicly perform, publicly display and distribute my content and the license continues even if I stop using Googles Services. As an educator trying to encourage my students to be appropriate ethical citizens in the both the real and digital world I struggle with this. I put my hand up for the primary mistake of not reading the terms and conditions, but this over the top. source: http://www.straightlinemoving.com/~straightlinemovi/tipe/pictures/Storage%20lockers.jpg If I was to try and draw a parallel to the real world I think it would be hiring a storage space and giving the owner of the facility or anyone he is associated with, his friends, business associates or anyone else he chooses - permission to ferret around in my stuff, use it when it suits them, the right to show to the public anything I have in the space (pictures, letters, drawings personal items) and distribute it as they see fit. Hum, yes I think I have some concerns here. Google, I am not impressed!