Mohamed El-Ashiry takes a look at how Evernote can be used in the classroom
Portfolio assessment in the ESL classroom offers many benefits. On the Prince George’s County Public Schools’ website, a portfolio is defined as ‘a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas of the curriculum’. Brown & Hudson (1998) have also described portfolios as a ‘family of assessments’. Some of the benefits of using portfolios, as described by Brown & Hudson (1998) include: (1) focusing student attention on learning processes; and (2) increasing student involvement in the learning processes. I have always been a fan of such ‘alternatives in assessment‘ because of the fact that they focus a lot more on the ‘process of learning’ as opposed to the ‘product of learning’ (Brown & Hudson, 1998).
Now that iPads and tablets are spreading into many educational institutions, I believe it’s important to think about the ways these devices can facilitate assessment in the classroom. Evernote is a great platform for students to collect evidence of their learning, and to share that with their teacher/s, and their families. Here are some of the many things my students do with Evernote on their tablets:
- Write text: Writing is a very important productive skill in any language classroom. The most obvious thing students can do with Evernote is write text, and writing is used extensively in the ESL classroom: essays, reports, observations, answers to questions etc…
- Gather screenshots of work done on online forms/quizzes: I often use Google Forms to prepare short quizzes and tests for students. I also prepare Google Forms for self-assessment and peer-assessment checklists/rubrics. The great thing about iPads/tablets is that students can take screenshots. I always remind my students to keep screenshots of their filled-in forms before they click ‘Submit’, and this can be added as evidence to their Evernote portfolios. Continue Reading →