Measuring Progressions in Digital Citizenship across the Elementary Curriculum

(3P Learning, 2021)

 

Digital citizenship standards and learner’s progression through different levels of proficiency in the standards can be quantified using a broad range of self, peer and teacher assessment strategies.

An ideal approach is to ground assessment with an embedded performance task or a more traditional formative/summative assessment. This should not be a standalone assessment but rather integrated into an authentic task involving assessment of combinations of key subjects. The following section contains a case study involving the design thinking process (Sudheer, 2016). The GRASPS approach to assessment design may be of assistance with the creation of authentic tasks (Wiggins & McTighe, 2005).

Self Assessment Strategies

Digital portfolio’s offer students a n opportunity to reflect on learning progress and achievement in specific domains, including those of digital citizenship.

The Marzano Institute, on its resources site, lists digital citizenship as one of seven interconnected 21st century skills. (Marzano Resources, 2021). Useful resources include the following:

These approaches to self assessment can be embedded within other key subject assessment criteria and also co-constructed with learners.  (Erkens et al, 2018)

Peer Assessment Strategies

Using co-constructed or teacher provided progressions, students can use TAG protocols to give each other feedback with digital ciitizenship forming part of the feedback criteria (George Lucas Educational Foundation, 2021). This can be done in person or virtually.

Giving students the opportunity to comment on each other’s digital portfolio entries is another way to give peer feedback whilst at the same time developing skills in digital social interactions.

Teacher Assessment Strategies

One of the most potent forms of assessment that can be utilised by both teachers and learners is that of competency based progressions (Michigan Virtual Learning Research Institute, 2020). This involves taking the any of the digital citizenship standards listed from a created school wide progression of the digital citizenship curriculum standards. This allows teachers and learners to assess and place their learning on the progression regardless of which grade level they may be in. It also allows for goals to be set in order to progress to the next level of attainment.