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lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/...primerfull.php

formative assessment CATs assessment classroom assessment techniques Learning

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
  • Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
  • lkryder on 11 Jun 14
     
    The full primer for convenience
lkryder

REAP - Resources > Assessment Principles: Some possible candidates - 0 views

www.reap.ac.uk/...resourcesPrinciples.html

assessment feedback principles reap design teaching learning

shared by lkryder on 17 Aug 14 - No Cached
  • Table 1: Principles of good formative assessment and feedback. Help clarify what good performance is (goals, criteria, standards). To what extent do students in your course have opportunities to engage actively with goals, criteria and standards, before, during and after an assessment task? Encourage ‘time and effort’ on challenging learning tasks. To what extent do your assessment tasks encourage regular study in and out of class and deep rather than surface learning? Deliver high quality feedback information that helps learners self-correct. What kind of teacher feedback do you provide – in what ways does it help students self-assess and self-correct? Provide opportunities to act on feedback (to close any gap between current and desired performance) To what extent is feedback attended to and acted upon by students in your course, and if so, in what ways? Ensure that summative assessment has a positive impact on learning? To what extent are your summative and formative assessments aligned and support the development of valued qualities, skills and understanding. Encourage interaction and dialogue around learning (peer and teacher-student. What opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment tasks in your course? Facilitate the development of self-assessment and reflection in learning. To what extent are there formal opportunities for reflection, self-assessment or peer assessment in your course? Give choice in the topic, method, criteria, weighting or timing of assessments. To what extent do students have choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks in your course? Involve students in decision-making about assessment policy and practice. To what extent are your students in your course kept informed or engaged in consultations regarding assessment decisions? Support the development of learning communities To what extent do your assessments and feedback processes help support the development of learning communities? Encourage positive motivational beliefs and self-esteem. To what extent do your assessments and feedback processes activate your students’ motivation to learn and be successful? Provide information to teachers that can be used to help shape the teaching To what extent do your assessments and feedback processes inform and shape your teaching?
  • lkryder on 17 Aug 14
     
    a web resource with the REAP material in the JISC pdf for easier bookmarking
lkryder

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views

www.flaguide.org/start.php

formative assessment CATs assessment classroom assessment techniques

shared by lkryder on 11 Jun 14 - Cached
  • There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
    • lkryder
      lkryder on 11 Jun 14
       
      If you begin a course design with this in mind, and fold your feedback loops in carefully, students will know what matters and what to work at for success
  • lkryder on 11 Jun 14
     
    Using assessment for feedback loops in your course design
  • lkryder on 11 Jun 14
     
    I never start a course without reviewing this web site - especially the primer and the interactive tool for identifying CATs for curricular goals
Joan McCabe

Purposes and Principles of Assessment - 0 views

www.brookes.ac.uk/...p_p_assessment.pdf

assessment

shared by Joan McCabe on 07 Jul 12 - No Cached
  • Joan McCabe on 07 Jul 12
     
    Describes forms of assessment, principles of assessment, and implications for assessment and course design.
Jessica M

http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20... - 0 views

spfk12.org/...mber%202007_January%202008.pdf

Rubric Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
      In the hands of students, a good rubric can orient learners to the concept of quality as defined by experts in a field, inform self- and peer assessment, and guide revision and improvement. Rubrics can be informative as well as evaluative.
    • Jessica M
      Jessica M on 18 Aug 14
       
      During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative-students assess works in progress to find ways to improve their performance.
Joan McCabe

Effective Online Instructional and Assessment Strategies - 1 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

instructional assessment strategies e-learning

shared by Joan McCabe on 24 Jun 12 - No Cached
  • Joan McCabe on 24 Jun 12
     
    Describes effective online teaching strategies and forms of assessment. Lists benefits of online learning and assessments.
Danielle Melia

Archived: What Are Promising Ways to Assess Student Learning? - 0 views

www2.ed.gov/...pt3.html

online education teaching

shared by Danielle Melia on 18 Jul 12 - No Cached
  • Danielle Melia on 18 Jul 12
     
    New forms of student assessment are designed to demonstrate what students are learning and what they can do with their knowledge. Known variously as "alternative" or "more authentic" measures, these assessments require students to "perform" in some way--by writing, demonstrating, explaining, or constructing a project or experiment--so they are also called "performance-based" tests.
Alicia Fernandez

Assessment and Instruction: Two Sides of the Same Coin - 0 views

oli.cmu.edu/...Assessment_and_Instruction.pdf

assessment online learning formative assessment

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Importance of embedding ongoing formative assessment and feedback into online instructional activities and aligning the student data collected from these activities so that it can be used to inform and modify the learning activities of the students as well as the teaching activities of the instructor.
Mary Huffman

EBSCOhost: Formative Assessment Techniques to Support Student Motivation and Achieveme... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

formative assessment student motivation

shared by Mary Huffman on 07 Jun 13 - No Cached
  • Mary Huffman on 07 Jun 13
     
    Cauley, K. M., & McMillan, J. H. (2009). Formative Assessment Techniques to Support Student Motivation and Achievement. Clearing House, 83(1), 1-6.
Teresa Dobler

Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carn... - 0 views

www.cmu.edu/...formative-summative.html

formative summative assessment

shared by Teresa Dobler on 25 Jun 14 - No Cached
  • he goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning
  • strengths and weaknesses and target areas that need work
Alicia Fernandez

Achieving meaningful online learning through effective formative assessment - 0 views

www.ascilite.org.au/...Gikandi-poster.pdf

online learning formative assessment

shared by Alicia Fernandez on 05 Jul 14 - No Cached
  • Alicia Fernandez on 05 Jul 14
     
    An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT-related professional development for teachers.
Alicia Fernandez

Formative assessment and self-regulated learning: A model and seven principles of good ... - 0 views

www.mmiweb.org.uk/...nicol_formass.pdf

formative assessment online learning self-regulated learning

shared by Alicia Fernandez on 13 Aug 14 - No Cached
  • Alicia Fernandez on 13 Aug 14
     
    Research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning - i.e. become self-regulated learners.
Melissa Pietricola

EBSCOhost: Formative peer assessment in a CSCL environment: a case study - 0 views

web.ebscohost.com/...detail

peer formative education learning teaching

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • feedback rules was one of the assessment tools
  • Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments
  • Melissa Pietricola on 15 Jun 10
     
    Peer Revie adds value and increases positive attitudes towards learning.
Elena Buttgereit

http://www.itl.usyd.edu.au/assessmentresources/pdf/Link10.pdf - 0 views

www.itl.usyd.edu.au/...Link10.pdf

ETAP640 groupwork assessment common problems recommended solutions

shared by Elena Buttgereit on 19 Jul 14 - No Cached
  • Elena Buttgereit on 19 Jul 14
     
    Groupwork as a form of assessment: common problems and recommended solutions
  • Elena Buttgereit on 19 Jul 14
     
    Groupwork as a form of assessment: common problems and recommended solutions
lkryder

There's a Badge For That | Tech Learning - 0 views

www.techlearning.com/...54727

badges motivation learning alternative assessment assessment

shared by lkryder on 22 Jun 14 - No Cached
  • digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.
  • 3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
  • teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
  • lkryder on 22 Jun 14
     
    A good introductory overview to badges and how to use them - note the instructional suggestions and links to resources
William Meredith

Understanding Oral Learners - Moon - 2012 - Teaching Theology & Religion - Wiley Online... - 0 views

onlinelibrary.wiley.com/...full

shared by William Meredith on 14 Jun 12 - No Cached
    • William Meredith
      William Meredith on 14 Jun 12
       
      Perhaps students need the preparation in being evaluated by both?
  • Since oral learners often learn best in dialogue with others, create opportunities for dialogue to occur. This could be in the form of group projects outside of class or small group discussions in the classroom.
  • Oral learners also learn best when learning is connected to real events, people, and struggles of life instead of learning principles that are removed from actual people and struggles.
  • ...10 more annotations...
  • Generally, oral learners have a more difficult time with online learning. It is not that they cannot do the work; rather, they will have to work harder to stay engaged through this print-based teaching form. Many of the above recommendations still apply but they may be more difficult to provide in an online platform. Suggestions for teaching oral students online include:
  • personal contact
  • Incorporate media assignments in the classroom,
  • Provide opportunities for assignments that are engaged in real life struggles, events, and people instead of abstract principles
  • Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods.
  • Whereas previous generations in U.S. seminaries assumed that print-based means of teaching and assessing were effective to produce student learning and transformation, many contemporary students prefer to learn through oral means
  • The results of this research indicate that slightly more seminary students had an oral versus print learning preference. In order to create positive learning experiences and effectively reach students, it is important to understand the difference between oral and print preferences
  • , this paper seeks to understand how learning is shaped by oral versus print preferences. In short, how do oral learners learn differently than print learners?
  • discovered that slightly over half of the students evaluated via an Orality Assessment Tool (Abney 2001) had a preference for oral learning
  • Her grades were based entirely on print-based rubrics. Part of the difference in her grading was due to learning/assessment preferences rather than intelligence. This was a breath of fresh air for her as she was finally starting to understand herself and her learning preferences better.
Melissa Pietricola

Litz - Student-directed Assement in ESL/EFL: Designing Scoring Rubrics with Students (T... - 1 views

iteslj.org/...StudentDirectedAssessment.html

student directed

shared by Melissa Pietricola on 19 Jun 10 - Cached
  • negotiable contracting and his research shows that students who are given a role in the assessment process and provided with the appropriate direction by their teachers are able to accurately evaluate their strengths and weaknesses and better pinpoint areas where they need to focus their efforts for improvement
  • develop a clearer picture of the task and their teacher's expectations while the teachers reported that they had clearer instructional goals
  • As a result, students typically perform at higher levels and gradually come to view assessment not as an arbitrary form of reward or humiliation, but rather as a positive tool for educational enrichment and growth.
  • ...2 more annotations...
  • In this way the teacher presents his or her own expectations for the assigned work but also asks the students their opinion of what they think would constitute quality work
    • Melissa Pietricola
      Melissa Pietricola on 19 Jun 10
       
      This might be the greatest asset; having the students articulate what they think is quality work.
  • openness and accomplishment
  • Melissa Pietricola on 19 Jun 10
     
    student created assessment tools
Diane Gusa

Rubrics - 1 views

edtech.kennesaw.edu/...rubrics.htm

rubrics assessment learning teaching

shared by Diane Gusa on 13 Jul 11 - Cached
  • A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
  • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • use a range to rate performance.
  • ...8 more annotations...
  • focus on measuring a stated objective
  • contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
  • improve students' end products
  • provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
  • help students become better judges of the quality of their own work.
  • allow assessment to be more objective and consistent.
  • force the teacher to clarify his/her criteria in specific terms.
  • provide students with more informative feedback about their strengths and areas in need of improvement.
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
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