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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
Irene Watts-Politza

ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views

www.sciencedirect.com.libproxy.albany.edu/...S0360131510002095

CoI Shea 'learning presence

shared by Irene Watts-Politza on 18 Jul 12 - No Cached
  • This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
  • Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
    • Irene Watts-Politza
      Irene Watts-Politza on 18 Jul 12
       
      Is this an aspect of assessment that is adequately addressed?
  • We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
  • ...19 more annotations...
  • self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
  • In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
  • Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
  • Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This has implications for course attrition rates.
  • Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      This is the "feeling of satsfaction" Lisa Martin referred to in her Module 3 posts on social presence.
  • We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
  • (Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
  • The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
    • Irene Watts-Politza
      Irene Watts-Politza on 19 Jul 12
       
      SLN? See how many things you can learn with one really great data set?
  • Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
  • Reviewing studies that investigated elements of online learner self-regulation
  • This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
  • Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
  • These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
  • In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
  • the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
  • Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
  • the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
  • successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
  • Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
  • Catherine Strattner on 18 Jul 12
     
    This article also addresses the relationships between each of the presences and proposes an additional presence- Learner Presence.
Diane Gusa

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

self-evaluation assessment education research blog module 4

shared by Diane Gusa on 09 Jul 11 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • ...14 more annotations...
  • Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
  • STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
  • Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
  • One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • Involving students in determining the evaluation criteria initiates a negotiation
  • If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
  • - Give students feedback on their self-evaluations.
  • Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
  • when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
  • Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
  • Our own research and that of others substantiate these four arguments.
  • Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
  • Diane Gusa on 09 Jul 11
     
    By Carol Rolheiser and John A. Ross
Jessica Backus-Foster

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views

www.cdl.org/...self_eval.php

increased motivation self-assessment evaluation

shared by Jessica Backus-Foster on 06 Jul 09 - Cached
  • Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
  • enhanced self-efficacy and increased intrinsic motivation
  • Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is what I was wondering
  • ...6 more annotations...
  • E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
    • Jessica Backus-Foster
      Jessica Backus-Foster on 06 Jul 09
       
      this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
  • G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
  • STAGE 2- Teach students how to apply the criteria to their own work.
Diane Gusa

Student Self Assessment - 0 views

www.duq.edu/...student-self-assessment.cfm

student Self-grading assessment blog module 4 Learning teaching

shared by Diane Gusa on 09 Jul 11 - No Cached
  • Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.
  • To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).
  • Questions on an exam wrapper for a physics course might include the following:
  • ...2 more annotations...
  • Student Check Sheet for Literary Critical Essay
  • McKeachie, W. J., & Svinicki, M. D. (2005). McKeachie's teaching tips:  strategies, research and theory for college and university teachers. Boston: Houghton Mifflin.
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.
Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

tspace.library.utoronto.ca/...ity%20of%20Self-Assessment.pdf

Self-Evaluate Self-Assess

shared by Jessica M on 18 Aug 14 - No Cached
    • Jessica M
      Jessica M on 18 Aug 14
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
      Jessica M on 18 Aug 14
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
      Jessica M on 18 Aug 14
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
mikezelensky

CTE - Peer-Assessment - 0 views

www.cte.cornell.edu/...peer-assessment.html

shared by mikezelensky on 08 Jul 14 - No Cached
  • mikezelensky on 08 Jul 14
     
    Tools to help teachers assess student learning, such as using rubrics, designing effective test questions, and utilizing self-assessment and peer-assessment techniques.
Heather Kurto

Training self-assessment and task-selection skills: A cognitive approach to improving s... - 0 views

dspace.ou.nl/...%20task-selection%20skills.pdf

self-assessment

shared by Heather Kurto on 02 Jun 13 - No Cached
  • Heather Kurto on 02 Jun 13
     
    In struggling with self-assessment I found this article and thought it was informative and may help using self-assessment in our courses.
Heather Kurto

http://www.jesexpertise.be/bibb/bijlagen/the-impact-of-stress-in-self-and-peer-assessme... - 0 views

www.jesexpertise.be/...n-self-and-peer-assessment.pdf

shared by Heather Kurto on 06 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 06 Jun 13
       
      Ellis (2001) suggests that the advantages of self- and peer assessment relate to student involvement, independence and assertiveness
  • Heather Kurto on 06 Jun 13
     
    stress self assessment
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.
Nicole Arduini-Van Hoose

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

tltt.strath.ac.uk/...DN_SHE_Final.pdf

shared by Nicole Arduini-Van Hoose on 14 Aug 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Aug 11
     
    Suggestions for developing self-assessment in becoming a self-regulated learner.
Diane Gusa

Making Assessment Personally Relevant | blog of proximal development - 0 views

www.teachandlearn.ca/...assessment-personally-relevant

assessment blogging Self-Grading db 4 rubric learning

shared by Diane Gusa on 10 Jul 11 - Cached
  • I want my students to realize that learning is not about making your work conform to some standard imposed by the teacher. Learning is about creating your own standards and adjusting them based on your goals. Learning is about setting your own goals and monitoring your own progress. It is about having conversations with yourself and others.
  • needed to help them visualize their progress, their level of engagement, and their sense of ownership and not simply ask them to rate their own work using the traditional percentage or letter scale. Most importantly, I wanted them to see that an entry that contains lots of facts and links to many valuable resources is not necessarily as valuable as one that shows personal engagement with ideas, one where the readers can hear a unique, personal voice.
  • student self-assessment and personal progress charts is a work in progress.
  • ...2 more annotations...
  • They understand that collecting information and putting it on their blog is not a challenging task. They understand that an entry that paraphrases information found online is not as interesting and valuable as one that shows the author in the process of analyzing and reflecting on his or her research. Finally, they can see and understand how much effort is needed to produce an entry that makes a personal statement, that constitutes a valuable and unique contribution to the studied field. In other words, they now understand that in order to produce something uniquely their own, they first need to have a solid grasp of all the facts and spend some time reflecting on them and their own thoughts about their research.
  • Making Assessment Personally Relevant
Diane Gusa

From behaviorism to humanism: Incorporating self-direction in learning concept - 0 views

www-distance.syr.edu/sdlhuman.html

self-direction humanism learning db module 4

shared by Diane Gusa on 11 Jul 11 - Cached
  • It appears that many adult educators today, especially those recognizing the value of self-direction in learning, operate primarily from humanist beliefs and c
  • It also has been our observation that some instructional designers (and many other educators) seem to have difficulty accepting or incorporating humanist beliefs and instead appear guided primarily by behaviorist or neobehaviorist beliefs and paradigms based primarily on logical positivism, although cognitive psychology is increasingly informing the instructional design field.
  • We consider it important to understand why some of the philosophical differences between the two disciplines exist.
  • ...8 more annotations...
  • instructional design as a separate discipline, has developed from several forms of inquiry: (a) research pertaining to media usage and communications theory; (b) general systems theory and development; and (c) psychological and learning theory. Reigeluth (1983) suggests that the three theorists most responsible for the current development of instructional design knowledge include B. F. Skinner (1954), David Ausubel (1968), and Jerome Bruner (1966). Skinner is identified because of his work with behaviorism and Bruner and Ausubel are recognized because of their contributions to cognitive psychology. Reigeluth (1987) has also compiled information on several other authors, theories, and models he believes important to the development of instructional design as a profession. Gagne (1985), Piaget (1966), and Thorndike (and colleagues) (1928) are other scholars frequently cited as foundational for much of today's thinking about instructional design.
  • As Hollis (1991) notes, "traditionally, instructional technologists have largely ignored the humanists' ideas among all the available theories from which to draw upon and incorporate into their schemes. Theoretically, instructional technology has been based on research in human learning and communications theories. In reality, more borrowing of ideas is needed, especially from the ranks of the humanists" (p. 51
  • Humanism generally is associated with beliefs about freedom and autonomy and notions that "human beings are capable of making significant personal choices within the constraints imposed by heredity, personal history, and environment"
  • Humanist principles stress the importance of the individual and specific human needs. Among the major assumptions underlying humanism are the following: (a) human nature is inherently good; (b) individuals are free and autonomous, thus they are capable of making major personal choices; (c) human potential for growth and development is virtually unlimited; (d) self-concept plays an important role in growth and development; (e) individuals have an urge toward self-actualization; (f) reality is defined by each person; and (g) individuals have responsibility to both themselves and to others (Elias & Merriam, 1980).
  • "If an individual is concerned primarily with personal growth and development, how can that person truly be concerned with what is good for all of society?"
  • The learning environment should allow each learner to proceed at a pace best suited to the individual.
  • It is important to help learners continuously assess their progress and make feedback a part of the learning process. 5. The learner's previous experience is an invaluable resource for future learning and thus enhancing the value of advanced organizers or making clear the role for mastery of necessary prerequisites.
  • We do recognize there may be times when self-directed opportunities are minimal, such as when involved in collaborative learning or when learning entirely new content, but believe that the assumption of personal responsibility is possible in ways not tied to the type of learning or content.
Lisa Martin

Distance Learning: What To Know - 0 views

www.vct.org/...student_dl.html

distance learning self-assessment

shared by Lisa Martin on 12 Jun 12 - No Cached
  • Lisa Martin on 12 Jun 12
     
    This page from the Virtual College of Texas provides information to students that will be getting into distance learning as well as self assessment checklists.
Alicia Fernandez

infed.org | Malcolm Knowles, informal adult education, self-direction and andragogy - 0 views

infed.org/...n-self-direction-and-andragogy

Malcolm Knowles informal adult education self-direction andragogy lifelong learning adult

shared by Alicia Fernandez on 09 Jun 13 - No Cached
  • While the concept of andragogy had been in spasmodic usage since the 1830s it was Malcolm Knowles who popularized its usage for English language readers. For Knowles, andragogy was premised on at least four crucial assumptions about the characteristics of adult learners that are different from the assumptions about child learners on which traditional pedagogy is premised.
  • Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).
  • Alicia Fernandez on 03 Jun 14
     
    Review of Malcolm S. Knowles' life and achievements and assessment of his contributions to the field of adult education.
  • Alicia Fernandez on 03 Jun 14
     
    Review of Malcolm S. Knowles' life and achievements and assessment of his contributions to the field of adult education.
Diane Gusa

Benefits of a Student Self-Grading Model | Faculty Focus - 0 views

www.facultyfocus.com/...f-a-student-self-grading-model

Self-Grading benefits assessment module 4 db

shared by Diane Gusa on 10 Jul 11 - No Cached
  • Edwards sees one final benefit. “My impression is that self-grading alleviates student anxiety and, subsequently, eases student-teacher conflict by demystifying the grading process and making students feel that they have control over their own evaluation.” (p. 75)
Diane Gusa

Reflective Self Self-Evaluation: Connecting Pedagogy, Engaged Learning and Assessment - 1 views

www.aacu.org/...eSelf-EvaluationPowerPoint.pdf

education learning self-evaluation assessment

shared by Diane Gusa on 08 Jun 11 - No Cached
  • Diane Gusa on 08 Jun 11
     
    start at slide 85 for creating a self-eval document
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