This quiz was created using kahoot, and assesses students' understanding of slope equations. The quiz has 20 questions. There are several types of questions; identify the form of an equation, finding slope with given a point and slope, given two points, and given the slope and y-intercept. To create each question, I wrote my question and four answers. I then selected the choice I wanted to be correct. Since it is hard to make multiple choice questions random, I had the program randomize questions and answers once I finished. I also chose how much time I wanted students to have to solve the problem. Some problems were more or less difficult, so some questions were 30 seconds and others were 60 sec0nds.
This tech tool helps fulfill component 1.F, designing student assessment. The type of quiz I created would likely be used for formative assessment, but there is the option to make a discussion or survey that would be better suited for summative assessment. At the end of the quiz, the teacher is able to view results. This will show them how the class performed. From this information, the teacher may decide to reteach the lesson or proceed to new material. Kahoot is a good tool for formative assessment, and students really enjoy using it.
This tech tool helps fulfill component 1.F, designing student assessment. The type of quiz I created would likely be used for formative assessment, but there is the option to make a discussion or survey that would be better suited for summative assessment. At the end of the quiz, the teacher is able to view results. This will show them how the class performed. From this information, the teacher may decide to reteach the lesson or proceed to new material. Kahoot is a good tool for formative assessment, and students really enjoy using it.
How does this experience relate to SAMR model?
Kahoot allows for augmentation and redefinition using technology. It lets teachers augment how they are performing formative assessment. It can be used to redefine a lesson. An activity similar to kahoot would be inconceivable without technology. Kahoot allow students to connect to take a formative assessment together in the form of a game. Students enjoy the competitiveness of the game and seeing their name show up on the leaderboard. Also, if a student does not want the class to see their progress, the can put in a nickname that is not their own (although teachers should make sure nicknames are appropriate).
How can you use this tool in your future classroom?
Kahoots could be used as a warm-up. I would quickly create a five question kahoot that reviews content from the previous class. Kahoot has the option that the quiz plays through continuously without a proctor, and I could then use this time to take attendance. Students usually enjoy playing kahoot, and it could increase student engagement. I would also like to try using the survey option as exit tickets or homework assignments. Students and teachers both enjoy using kahoot, and I would want to incorporate it in my future classroom.
How does it relate to TPACK?
A kahoot could help incorporate technology, pedagogy, and content knowledge in a lesson. Making a kahoot quiz shows that the teacher understands technology. It also shows pedagogical knowledge, as the teacher is using formative assessment to guide instruction. In addition, it can be used to vary instruction and increase student engagement. Teachers would have to have some content knowledge to create questions for the kahoot. This tech tool shows a teacher is well-rounded in their knowledge.
Kahoot allows for augmentation and redefinition using technology. It lets teachers augment how they are performing formative assessment. It can be used to redefine a lesson. An activity similar to kahoot would be inconceivable without technology. Kahoot allow students to connect to take a formative assessment together in the form of a game. Students enjoy the competitiveness of the game and seeing their name show up on the leaderboard. Also, if a student does not want the class to see their progress, the can put in a nickname that is not their own (although teachers should make sure nicknames are appropriate).
How can you use this tool in your future classroom?
Kahoots could be used as a warm-up. I would quickly create a five question kahoot that reviews content from the previous class. Kahoot has the option that the quiz plays through continuously without a proctor, and I could then use this time to take attendance. Students usually enjoy playing kahoot, and it could increase student engagement. I would also like to try using the survey option as exit tickets or homework assignments. Students and teachers both enjoy using kahoot, and I would want to incorporate it in my future classroom.
How does it relate to TPACK?
A kahoot could help incorporate technology, pedagogy, and content knowledge in a lesson. Making a kahoot quiz shows that the teacher understands technology. It also shows pedagogical knowledge, as the teacher is using formative assessment to guide instruction. In addition, it can be used to vary instruction and increase student engagement. Teachers would have to have some content knowledge to create questions for the kahoot. This tech tool shows a teacher is well-rounded in their knowledge.
Resources:
Danielsongroup.org. (2017). Danielson Group » The Framework. [online] Available at: http://www.danielsongroup.org/framework/ [Accessed 20 Oct. 2017].
Sites.google.com. (2014). SAMR Model - Technology Is Learning. [online] Available at: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model [Accessed 19 Oct. 2017].
Tpack.org. (2017). TPACK.ORG. [online] Available at: http://tpack.org/ [Accessed 19 Oct. 2017].
Danielsongroup.org. (2017). Danielson Group » The Framework. [online] Available at: http://www.danielsongroup.org/framework/ [Accessed 20 Oct. 2017].
Sites.google.com. (2014). SAMR Model - Technology Is Learning. [online] Available at: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model [Accessed 19 Oct. 2017].
Tpack.org. (2017). TPACK.ORG. [online] Available at: http://tpack.org/ [Accessed 19 Oct. 2017].