RubiStar Home - 0 views
OpenBadges.me - 0 views
REAP - Resources > Assessment Principles: Some possible candidates - 0 views
-
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?
Wiggins, Grant P.? Assessing Student Performance - 0 views
-
All students are entitled to the following:
Assessment and Instruction: Two Sides of the Same Coin - 0 views
-
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.
Student Assessment Technique: Quality Evidence Rubric - 1 views
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.
- ...1 more annotation...
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.
- ...9 more annotations...
Assessment and Student Learning: a fundamental relationship and the role of information... - 0 views
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.
- ...7 more annotations...
CETL- Assessment Resource Centre - 0 views
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
An evaluation of selected pedagogical attributes of online discussion boards - 0 views
-
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.
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.