Technology in the classroom is a popular concept in modern education. From Chromebooks to iPads, educators are looking for different and meaningful ways to incorporate this tool in the classroom. The online, interactive game, Kahoot is an engaging way to assess students and gauge learning, but also make learning fun and accessible to all students regardless of their learning abilities. When used in the appropriate context, Kahoot can serve as a formative assessment and can act as an end of unit review. But, in whatever context you choose to use this tool, laughter and participation are guaranteed!
The game works by having students connect to the Kahoot webpage. Once everyone is directed to the appropriate site, students can create an online alias, and log into the game by using a game pin provided by the teacher. Once the game begins, students are asked to answer a series of either multiple choice or fill-in-the-blank questions. The teacher can also choose to embed a picture or video to make the game more engaging. Kahoot works on a point system, in which students are given a point for correctly answering a question. Students also earn points for rapidity. When planning the game, the teacher can choose how many seconds or minutes will elapse between each question. The most appropriate time would be between sixty and ninety seconds to allow all students to read and answer the question. The teacher can also read the question aloud to ensure that everyone understands. When each student has had the opportunity to answer the question, without running out of time, a scoreboard will appear with the names of the top five players in the game. The point system and leaderboard works as an incentive for each student to perform to the best of their ability. As a formative assessment tool, both the teacher and the students can see the learning and students are able to perform without the added pressure of being evaluated. Furthermore, by using Kahoot, the teacher can use the results from the game to “provide feedback and coaching for improvement” (Growing success, 2010, p.28), as outlined in the Growing Success document. However, when considering this tool for assessment, it is important to remember that a Kahoot game is generally composed of a variety of multiple choice questions, therefore, the teacher can encounter certain problems. First, the questions might be written in a way that is confusing or unclear to the students. In this case, the teacher would have to ensure that the wording of the select-response items are clear to avoid systematic error. This will not only ensure higher-level cognitive thinking, but it will also ensure reliability and validity of the assessment. Moreover, although perhaps seemingly arbitrary, technology in the classroom is required when planning to use Kahoot as an assessment tool. While most schools are now equipped with a set of Chromebooks, some schools are still without technology, therefore, would not be able to use Kahoot in the classroom. Overall, Kahoot is a great way to review important notions and concepts before being formally assessed. Kahoot is a fun and interactive game that allows students to fully participate in learning by combining knowledge and technology.
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The blog post, "Templates, Rubrics, and (Not) Learning," by Brabham seeks to address how teachers and professors are hindering their students’ ability to learn by providing them with assessment tools such as grading rubrics. The author also argues that modeling a desired outcome through templates also limits students’ ability to think critically. Throughout the article, it becomes clear that the author finds value in ambiguity and suggests that ambiguous assignments provide students with opportunities for critical thinking.
The author expands on the importance of ambiguous assignment by drawing on his own personal experiences as an educator. In the first part of the post, the author explains that his biggest critique as a teacher was that his expectations for the students, or lack thereof were unclear. As a response to this problem, he began creating grading rubrics, prompts, and posting template for different assignment such as essays and proposals. As argued by the author, students were beginning to “bargain and weigh the pros and cons of completing an assignment” (Brabham, 2011, par. 4). He further notes, students were purposely choosing not to complete certain assignments because the numeric grade value attributed to the assignment was not high enough. Therefore, as per claimed in the article, “assignments became more of a grading game rather than an opportunity to learn” (Brabham, 2011, par. 4). The author argues that providing ambiguous assignments allows students to think critically, and outside of the proverbial box. He even goes on to argue that the best assignment are ambiguous, and that students, given the opportunity, will surprise you. The author claims, like any assignment some students will prevail and others will fall behind. He notes, “teachers need to teach to their best students, not concern themselves too much with their worst students” (Brabham, 2011, par. 9). In my opinion, this completely goes against the policy of teaching. Regardless of the different learners in the classroom, the goal of the teacher is to create a positive classroom environment, one that promotes learning and encourages students to strive for success. Overall, teachers do not have to rely on ambiguity for student success. Students are capable of surprising you and synthesize critical thinking even with a clearly articulated grading rubric attached to their assignment. In particular, as argued by World and Stevens, rubrics have the “potential to advance student learning in non-traditional, first generation and minority students” (Wolf & Stevens, 20067, p.3). Perhaps the problem here lies in the fact that the teacher was using a point value rubric, where an introduction is worth 5 points or a having a title page 10 points. By using a holistic approach, students are aware of the performance criterion and levels, and this has potential to advance and promote student learning. Reference: Brabham, D. C. (2011, November 10). Templates, Rubrics, and (Not) Learning [Web log post]. Retrieved September 29, 2016, from https://dbrabham.wordpress.com/2011/11/10/templates-rubrics-and-not-learning/ Wolf, K., & Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing Student Learning. The Journal of Effective Teaching, 7(1), 3-14. Retrieved September 24, 2016, from http://www.uncw.edu/jet/articles/vol7_1/wolf.pdf |
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