1. Case-Based Authentic Assessment Applications within Wikis Maya Israel Andrew Moshirnia Susan Anderson ED-Media Summer, 2008

2. What are we attempting to do? Helping teachers avoid being “technology left-behinds”!

3. Advance Organizer Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment Initial Data Student work within the wiki Survey data

4. Advance Organizer Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment Initial Data Student work within the wiki Survey data

5. Bird’s Eye View Our Wiki Wikis: Background Wikis are websites that allow participants to create and edit its content (Grant, 2006). Usage changes from primarily knowledge acquisition to collective knowledge creation (Pence, 2006).

6. The Problem: Technology Left-Behinds Many preservice and inservice teachers are unfamiliar with even basic computer technologies (Jacobsen, Friesent, & Clifford, 2004). Simply giving educators access to technology does not automatically result in their adoption of those technologies (Schrum, 1996). SO….WE MUST SCAFFOLD TEACHER USE OF WIKIS!!!!

7. Graphical Encoding Wikis typically DO NOT rely on graphics. The case studies wiki heavily relied on: Consistent graphics Consistent use of color (Red, Yellow, Green) PURPOSE: The wiki becomes visually intuitive.

9. Templates Content was entirely template based. PURPOSE: Clear expectation of tasks Constrained choice

10. Template Example

11. Synchronous Component Skype Allows for both synchronous text chat as well as synchronous voice and video chat. PURPOSE: Allows for immediate feedback. Students can go to the People page and see who is online and available for questions or other feedback

12. Skype widget embedded in the “People Page”

13. Authentic Assessment Assessments that examine student performance on tasks that imitate the ambiguities and complexities that are found in the field (Wiggins, 1990). They MUST attempt to replicate real-world problems as closely as possible (Swinicki, 2005).

14. Criteria for Authentic Assessment Tasks reflect the skills used in practice. Assessments based on unstructured problems requiring judgment and innovation to solve. Students required to go through procedures typical of the discipline. Context be as similar as possible to the real context of the problem in practice. Students should demonstrate a wide range of skills in solving the problem(s). Assessments should allow for feedback, practice, and additional chances to solve the problems.  Wiggins, 1990

15. Evaluative Case Studies as Authentic Assessment Require solving complex problems within authentic scenarios by applying course content to solve those problems (Israel & Anderson, 2007). Include meaningful & credible authentic content. For example: Primary documents (ex. Scanned student work, data, etc.) Multimedia supporting the scenario (ex. Interviews with the student, parents, teachers, etc.,

16. Advance Organizer Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment Initial Data Student work within the wiki Survey data

17. Wikis in Teacher Education Social aspects of wikis make them ideal of sharing and reflecting upon course content. HOWEVER… Academic wikis differ from traditional wikis: Different purpose Different motivation

18. Addressing Technology AND Content Teacher Ed Standards Addressed technology Integration NCATE/Kansas Department of Education standards for teachers of students with disabilities. Demonstrate “personal and professional use of technology”. Addressed Individualized Education Planning NCATE/Kansas Department of Education standards for teachers of students with disabilities. Demonstrate “knowledge and skill in planning and implementing effective instruction based upon knowledge of the subject matter, student, community, and curriculum goals”.

19. Advance Organizer Bird’s Eye View of the Case Study Wiki E-pedagogy Authentic assessment Use of Wikis in Teacher Education Ex) Practicum technology/IEP assignment Initial Data Student work within the wiki Survey data

20. Participants 25 pre-service special educators enrolled in a required practicum course. 17 enrolled SPED 775: Initial formative practicum course 8 enrolled in SPED 875: Final summative practicum course Wiki case studies groups included: 1-2 SPED 875 students 3-4 SPED 775 students 1 practicum supervisor/moderator Each group had 5 students total

21. Structure of Wiki Instruction 1st class: Elicit buy-in Reveal wiki structure Explain the case study assignment within the wiki Provide training and modeling in creating a “People Page Profile” 2 nd class (one week later): Review wiki structure/ assignment Provide modeling and guided practice in the computer lab 3 rd meeting (one week later): Problem-solve specific questions/concerns Provide independent practice on the wiki in class.

22. Initial Findings Student Buy-in Student Concerns Case Study Findings Discussion board use Template completion Survey data Perceptions of wiki utility Helpful wiki components Frequency of use of wiki components

23. Students Buy-In—General excitement Typical Responses: “No previous experience with wikis. I have however been trying to start a website. TOO overwhelmed, I gave up, BUT I think I could handle a wiki!!!!” “I have never used one before but am very excited to see how they can work. I have done blogging with my fourth grade class and this seems like something that either myself, or others in my school, could implement in the classroom.” “I have never used a wiki before but I am really excited to see how this can pull a community together. I might just have to use this next year in my classroom! What a great way to connect with parents and collaborating teachers.”

24. Student Buy-In” Expressed Interest in Wikis Instructional purposes within K-12 instruction: Collaborative problem solving K-12 Instruction Collaborative writing: With colleagues from teacher education program

25. Initial Student Concerns General wiki use: Adding content Editing content Linking pages Adding graphics/pictures **Retrieving deleted information** Case Study content Clarity of information required in the templates

26. Deleting Content Example:

27. Initial Findings: Discussion Boards Discussion boards WIDELY USED for: Distribution of work Content related concerns Affirmation of work

28. Discussion Board Example

29. Initial Survey Data Data not yet all analyzed These are just INITIAL FINDINGS!!!! Perceptions of Wiki Utility Perceptions of Helpful Wiki Components Reported Wiki Component Use

30. Survey Data: Perceptions of Wiki Utility

31. Survey Data: Wiki features that helped understanding wiki components and tasks

32. Survey Data: Used Wiki Components

33. Q & A

34. For more information Maya Israel (mayaosh@ku.edu)mayaosh@ku.edu Andrew Moshirnia (amoshirn@ku.edu)amoshirn@ku.edu