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lkryder

OpenBadges.me - 0 views

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    a place to make badges - really easy and fun - download and put them in your course
lkryder

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

  • Table 1: Principles of good formative assessment and feedback.


    1. 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?
    2. 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?
    3. 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?
    4. 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?
    5. 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.
    6. 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?
    7. Facilitate the development of self-assessment and reflection in learning.
      To what extent are there formal opportunities for reflection, self-asse
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    a web resource with the REAP material in the JISC pdf for easier bookmarking
lkryder

Usable Knowledge: What is Teaching for Understanding? - 0 views

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    The TfU model nicely compliments CATs and UbD - I personally use a hybrid version of all three and I see many similar ideas in our readings for this class from JISC
lkryder

Wiggins, Grant P.? Assessing Student Performance - 0 views

  • All students are entitled to the following:
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    Assessment Bill of Rights - wiggins - excerpted
Alicia Fernandez

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

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    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.
Alicia Fernandez

Assessing online learning: Strategies, challenges and opportunities. - 0 views

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    Special report features 12 articles that will cause you to examine your current methods of online assessment.
lkryder

How to Design Your Online Course - YouTube - 0 views

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    An excellent example of an adaptation of the Understanding by Design backward design process ( although not stated as such) with a healthy dose of Quality Matters alignment between assessment and objectives.
Elena Buttgereit

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

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    Groupwork as a form of assessment: common problems
    and recommended solutions
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    Groupwork as a form of assessment: common problems
    and recommended solutions
efleonhardt

TeachersFirst - Rubrics to the Rescue: Involving Students in Creating Rubrics - 0 views

  • have a better understanding of the standards, gradations, and expectations of the assignment
  • sharing a rubric and reviewing it step-by-step to ensure that they understand the standards, gradations, and expectations
  • with the purpose and layout of a rubric, ask them to assist you in designing a rubric for the next class assignment.
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  • tudents feel more empowered and their learning becomes more focused and self-directed.
efleonhardt

Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views

  • measurable criteria that can be counted or marked as present or not present in the work that is being evaluated. 
  • This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
  • Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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  • will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
  • when there is a wide range of variation between quality work and work that is not yet proficient.
  • writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
  • that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
  • Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 
  • Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
  • better diagnostic information and provide students more feedback about how to make his or her work better
  • Analytical rubrics, on the other hand, break down the final project into parts
  • empowered to take more responsibility for their own learning.
Alicia Fernandez

Assessment and Student Learning: a fundamental relationship and the role of information... - 0 views

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    Role of assessment in student learning and its relationship with the use
    of information and communication technologies (ICT).
sherrilattimer

FILLING THE TOOL BOX - 0 views

  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming:

    1. all contributions are accepted without judgment;

    2. the goal is a large number of ideas or questions;

    3. building on other people's ideas is encouraged;

    4. farout, unusual ideas are encouraged.

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  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
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    Classroom strategies to engender student questioning.
Teresa Dobler

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

  • 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

An evaluation of selected pedagogical attributes of online discussion boards - 0 views

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    Paper lists learner centricity, asynchronous interaction, communication effectiveness and assessment facilitation as the major pedagogical attributes of online discussion boards. Also discusses the strategy of applying data mining techniques to aid assessment of discussion board transcripts. Text mining as an extension of data mining algorithm could be used effectively to assess discussion board transcripts with the goal of eliminating subjectivity in the assessment of discussion board contributions.
lkryder

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

  • 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.
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    A good introductory overview to badges and how to use them - note the instructional suggestions and links to resources
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