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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.
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
Diane Gusa

Learning-Centered Syllabi - 0 views

www.celt.iastate.edu/...syllabi.html

Student-Centered Learning-Centered teaching syllabus curriculum Learning Styles

shared by Diane Gusa on 29 Jun 11 - Cached
  • Learning-Centered Syllabi Workshop
  • Creating and using a learner-centered syllabus is integral to the process of creating learning communities.
  • students and their ability to learn are at the center of what we do
  • ...22 more annotations...
  • we focus on the process of learning rather than the content, that the content and the teacher adapt to the students rather than expecting the students to adapt to the content, that responsibility is placed on students to learn rather than on professors to teach.
  • facilitate student learning rather than to act as "gatekeepers" of knowledge
  • A necessary first step in creating a learning-centered syllabus, according to most sources, is to spend some time thinking about the "big questions" related to why, what, who and how we teach.
  • thoughtful discussions with ourselves and our colleagues about our teaching philosophy and what it means to be an educated person in our discipline
  • We also need to think about how we encourage responsibility for learning in our students.
  • students should progress from a primarily instructor-led approach to a primarily student-initiated approach to learning.
  • participate in planning the course content and activities; clarify their own goals and objectives for the course; monitor and assess their own progress; and establish criteria for judging their own performance within the goals that they have set for themselves, certification or licensing requirements, time constraints, etc.
  • Your first objective is to facilitate learning, not cover a certain block of materia
  • According to Johnson, "course objectives should consist of explicit statements about the ways in which students are expected to change as a result of your teaching and the course activities. These should include changes in thinking skills, feelings, and actions" (p. 3)
  • Don't use words that are open to many interpretations and which are difficult to measure. Make sure that all students understand the same interpretation.
  • here are three primary domains of development for students in a course
  • The Cognitive Domain is associated with knowledge and intellectual skills. The Affective Domain is associated with changes in interests, attitudes, values, applications, and adjustments. And the Psychomotor Domain is associated with manipulative and motor skills
  • An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): define students' responsibilities; define instructor's role and responsibility to students; provide a clear statement of intended goals and student outcomes; establish standards and procedures for evaluation; acquaint students with course logistics; establish a pattern of communication between instructor and students; and include difficult-to-obtain materials such as readings, complex charts, and graphs.
  • Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure
  • Clarify the conceptual structure used to organize the course.
  • Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.
  • Identify additional equipment or materials needed and sources.
  • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."
  • Use a variety of methods.
  • "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).
  • Critical Thinking
  • Critical thinking is a learned skill. The instructor, fellow students, and possibly others are resources. Problems, questions, issues, values, beliefs are the point of entry to a subject and source of motivation for sustained inquiry. Successful courses balance the challenge of critical thinking with the supportive foundation of core principles, theories, etc., tailored to students' developmental needs. Courses are focused on assignments using processes that apply content rather than on lectures and simply acquiring content. Students are required to express ideas in a non-judgmental environment which encourages synthesis and creative applications. Students collaborate to learn and stretch their thinking. Problem-solving exercises nurture students' metacognitive abilities. The development needs of students are acknowledged and used in designing courses. Standards are made explicit and students are helped to learn how to achieve them.
alexandra m. pickett

Learning Online Learning - 2 views

shoubang.edublogs.org

shared by alexandra m. pickett on 05 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      exactly!!! : )
  • Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
  • Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
  • ...22 more annotations...
  • In my course, it is important that students are able to learn the basics correctly. So I think the course design should foresee situations like these, and, there should be some modules or learning activities within modules that are designed to have the effect of lectures, i.e., a more systematic presentation of the subject matter. I am not sure at this moment whether this will work or not, but to me it seems to be the logical solution to the problems.
    • alexandra m. pickett
      alexandra m. pickett on 05 Jul 10
       
      Why do you do things the way that you do? why do you believe what you believe?
  • July 3rd,
  • On top of it is that it allows the Professor to reach to individual student in a personal tone. I am so used to read assignment and feedback in written format that I don’t remember when was the last time a professor went through my assignment in front of me. Almost always the case that the feedbacks were scribed down on the tiny margins of the papers, with often less then eligible handwritings. I did the same thing to my students when grading their papers and exams. So, using Podcast to give feedback is marvelous. It can easily create a strong sense of connection and trust between the instructor and the student. It helps out the most for those students who may be on the brink of feeling isolated from the learning community or fall behind in the middle of a long and demanding semester.
  • I wouldn’t be surprised if we are asked to when our courses are implemented in coming weeks, and it certainly would be a lot of fun.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      it's coming!! : )
  • Careful choice of words
  • Sharing personal story.
  • It feels real.
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      great observations! how will you use this in your own instruction?
  • Professor was right in pointing out that during online course the predominant form of student participation is discussion forum, and it’s up to the course designer to devise ways that can evaluate student’s understanding of the course materials.
  • Discussion Forum Exploring the ethical world Ask it like Socrates Website critique Case study Peer review M1 V V M2 V V M3 V V V M4 V V V V M5 V V V M6 V V V V M7 V V V
    • alexandra m. pickett
      alexandra m. pickett on 20 Jul 10
       
      brilliant!!! way to make your thinking and your design visible to me/us!!!
  • Trust your students, and we will be amazed by what they can come up with.
  • , I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      Great idea!
  • guess I am not the only one in the class who feels weird not be able to share thoughts and reflections as we’ve been doing for weeks. I miss it very much.
    • Melissa Pietricola
      Melissa Pietricola on 31 Jul 10
       
      It has been a little strange, but a welcome break to focus on our courses!
  • Larry was right
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 13 Aug 10
       
      I became very disorientated as well. I did one blog instead ot 2, and I did not refer to the prompts. This has given me an insight about how I should try to find ways to helping students deal with the disorientation. Like you say, it's not the course design. It's other psychological factors. I want to study this effect more and try to understand it. I think it is something important to deal with in online learning.
  • I believe my problem is typical of first-time online course takers. Online learning environment requires a very different mindset and learning style from the students (from teachers as well) in order for the course to be effective and successful. When learners are not aware of this fact, of what their responsibilities are in making it work, online courses are less likely to move forward.
  • detach themselves
    • Joan Erickson
      Joan Erickson on 16 Aug 10
       
      Hi Shoubang, I am glad you found the peer reviews helpful. I did wonder if my review was too blunt. I visited your course again today. You've covered so much ground in 2 weeks! The course looks fantastic! And yes I saw your inserted "seinfeld" video!
  • Peirce suggests that, since students come to class with loads of opinions about the topics (even more so moral issues, I’d say) whether they are well-informed or not, a way to generate interest in assigned readings is to take a survey of their opinions, or to pre-test their knowledge of the information. (p. 310) I find this suggestion interesting and it leads me back to my earlier reflections on quizzes. Quizzes may not be needed in taking attendance, nor reliable in assessing whether students come to class well-prepared or not, but quizzes may still be useful in inspiring curiosity among students.
  • Provoking discomfort (point 5) is very useful.
  • Creating cognitive dissonance is also a very useful triggering event that may eventually lead to the completion of the cognitive inquiry.
  • I’ve been trying to reflect on my learning process in a very personal way, and I will continue to do this even after the semester finished.
    • alexandra m. pickett
      alexandra m. pickett on 17 Aug 10
       
      cool!! i hoped you would : )
  • Given the opportunity, the learners are more likely to express their true selves on consistent basis.
  • I felt like my understanding of the criteria of good course design had increased significantly simply by changing the perspectives back and forth between reviewer and self-reviewer.
  • Melissa Pietricola on 31 Jul 10
     
    ", I also assign a discussion forum dedicated to the topic: how does the online learning work? How to succeed"
Lauren D

They're Not Just Big Kids: Motivating Adult Learners - 0 views

frank.mtsu.edu/...22.pdf

adult~learners motivation learning teaching education

shared by Lauren D on 05 Jun 12 - No Cached
  • Lauren D on 05 Jun 12
     
    " Children and adults learn for different reasons. Adults are not impressed or motivated by gold stars and good report cards. Instead, they want a learning outcome which can be put to use immediately, in concrete, practical, and self-benefiting terms." "Adults learn best when they use what they already know and integrate new knowledge and skills into this bank of knowledge." "Adult learners in a college classroom can frequently be given more flexibility in determining their assignments, with the understanding that the basic criteria for the assignment must be met" "Few of us consider our college students to be merely an extension of the K-12 group. In addition, those institutional staff and faculty working with training and faculty development need to keep in mind that their patrons or clients are adults and need to be treated as such when they take part in training activities (Thomas)."
Danielle Melia

Preparing Teachers to Teach Online - 0 views

home.sprynet.com/...TeachingOnline.htm

academic students teaching online education education online learning

shared by Danielle Melia on 29 Jun 09 - Cached
  • Online teaching effectiveness The following behaviors are associated with effective online teaching: n     providing timely and meaningful feedback, n     creating learning activities that engage students, n     keeping students interested and motivated, n     ensuring students interact with each other, and n     encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
  • Online teaching
  • Online teaching effectiveness The following behaviors are associated with effective online teaching: n     providing timely and meaningful feedback, n     creating learning activities that engage students, n     keeping students interested and motivated, n     ensuring students interact with each other, and n     encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
    • Kristina Lattanzio
      Kristina Lattanzio on 29 Jun 09
       
      Nessary characteristics to create a nurturing classroom environment. Feedback, both timely and meaningful, shows a dedicated instructor.
  • Danielle Melia on 29 Jun 12
     
    Online courses have become very popular in higher education and with the emergence of virtual schools are becoming common at the K-12 level (see Clark, 2001; Vail 2001). While most universities and colleges have established training programs to prepare their faculty to teach online, school systems are just beginning to address this need.  As McKenzie (2001) notes, preparing teachers to teach online needs to involve a lot more than the short workshops typical of inservice training. Hannum (2001) describes an extensive state-wide initiative in Colorado. The Concord Consortium and Illinois Online Network both have successful online teacher training programs. A number of online learning system vendors such as Apex Learning, Blackboard Inc., and eCollege also offer online teacher training programs, although these tend to be tailored to their systems.  
efleonhardt

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

faculty.mwsu.edu/...rubrics.htm

rubrics assessment tools collaboration

shared by efleonhardt on 07 Jul 14 - No Cached
  • 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...
  • 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.
abeukema

Assessment and Online Teaching - 0 views

ualbany.mrooms.net/...assessment.pdf

shared by abeukema on 08 Aug 14 - No Cached
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "When designing learning programs, the assessment criteria and assessment constraints are usually key determinants of the teaching and learning strategies chosen"
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment for online is underpinned by the same principles of validity, reliability, flexibility and fairness, and uses many of the same strategies used in traditional face-to-face teaching (Booth, Clayton, Hyde, Hartcher & Hungar 2002). What differs mostly is the context of the assessment, the interactions between assessor and those being assessed, and collection and administration processes."
  • ...1 more annotation...
    • Jessica M
      Jessica M on 08 Aug 14
       
      "Assessment plays an important part in the learning process"
  • abeukema on 10 Aug 14
     
    "pedagogy advocating 'alternative assessment' in which assessment is integrated with learning process es and real - life performance as opposed to display of 'inert knowledge'."
Gary Bedenharn

Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teac... - 1 views

www.lifescied.org/...197.full.pdf+html

rubrics tools making learning goals evaluation criteria

shared by Gary Bedenharn on 26 Jul 12 - No Cached
  • Gary Bedenharn on 26 Jul 12
     
    Strategies for assessing projects of performance.
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.
Maria Guadron

Harnessing the Power of the New Digital Disorder - Steve Singer - Harvard Business Review - 0 views

blogs.hbr.org/...ssing_the_power_of_the_ne.html

student-centered learning disorder knowledge miscellaneous

shared by Maria Guadron on 14 Aug 12 - No Cached
  • Maria Guadron on 14 Aug 12
     
    "ever, in this week's HBR IdeaCast (see audio player below), Weinberger says that the online world demands that we invent new ways of organizing and new ways of thinking about how things may relate to each other. Items that might never be found together in the physical can now be brought together online -- based on whatever criteria suits the needs of a customer. "
Diane Gusa

ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does i... - 0 views

ualbany.mrooms.net/...post.php

shared by Diane Gusa on 01 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      A good example of how we learn through experience. The peer evaluation was not vague. You could see (visual feedback) the outcome of your choices.
  • accepting the way things turn out
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I am not sure if dividing the pie taught you to accept things as they turned out. I am sure this lesson was taught as the process continues
  • ...7 more annotations...
  • elevate the quality of your own discussion posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      not if I do not understand what the "number" meant.
  • Maybe they are right. maybe not.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      How do I know who is right (though this has not been the issue for me, the issue has been understanding) if I don't know what criteria they felt I missed.
  • This feedback is intended to help you improve your posts.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      But you both may have given a 3 on different criteria. So I ask again, how will I know what to improve?
  • use the feedback to gauge your success.
    • Diane Gusa
      Diane Gusa on 01 Jul 11
       
      I mean no disrespect, but I gauge my success on what I have come to understand and can apply to my online teaching.
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
Amy M

Give Me A Badge For . . . ??? | HASTAC - 0 views

hastac.org/...give-me-badge

shared by Amy M on 05 Jun 12 - No Cached
  • MANAGER/ADMINISTRATOR BADGES:
  • Who Would Give These Management/Supervisor Badges?
  • s.  Not very effective if the goal is more effective teaching and learning.   Now, if we had a badging system, there is much students would learn from the activity of designing badges itself and probably much teachers could learn about what matters to students and how they do by these student-centered criteria and categories. 
  • Amy M on 05 Jun 12
     
    Explaining how badges work.
Catherine Strattner

Illinois Online Network: Instructional Resources : Pointers and Clickers : Facilitating... - 1 views

www.ion.uillinois.edu/...index.asp

Online Learning facilitation learning time management

shared by Catherine Strattner on 08 Jun 12 - Cached
  • Make the chunks or pieces of information small enough to appeal to and be processed by those who have only 15 to 30 minutes a day to log in. These small pieces of information can quickly be processed by the student who can then return later to finish other assignments. There can be more than one chunk of information per unit or module, but the unit itself should be broke into manageable chunks.
  • An online syllabus should also contain information relating to the length of time a given assignment is anticipated to take for the average student.
  • With an engaging course in which many students are active participants, the number of messages posted within any course discussion forum can quickly grow. When such a case presents itself, it is a good idea to give specific minimum (and maximum if necessary) requirements concerning the number of posts each student is required to submit. For example, in an ice-breaking activity, you could require each student to post responses to 2 other student posts chosen by selecting the student above and below that student in a listing of students sorted by some criteria such as alphabetically by login. When minimum requirements and other guidelines are given, students know how much work is expected of them for the assignment, ensuring that they will allocate enough time to do an adequate job and enabling them able to prioritize their time. Even an active student can have a busy week in which he/she must schedule time to properly meet this minimum requirement.
  • ...2 more annotations...
  • Also, many would argue that students (and people in general) have a naturally inquisitive nature. To bring out this potential in one's students, try building "discovery" activities into the course. Ask students to find a new site or pose a question of their own on a weekly basis. Any activity that involves the students will aid in their motivation.
  • If a student is beginning to lag behind the rest of the course, or the student is not making the required posts, direct items specifically to that student. When prompting higher order thinking, provide a list of students that you would like to respond to the question. Always be sure that such lists include active students as well to take the pressure off the lagging student as having to be the first one to post a response.
  • Lisa Martin on 08 Jun 12
     
    I highlighted time management strategies in the text but when it posted here, it was messed up...It looked fine in my library, but not here. Sorry, it should still be highlighted when you get there.
  • Catherine Strattner on 09 Jun 12
     
    Excellent tips on facilitating online learning skills.
Jessica M

http://www.newcastle.edu.au/__data/assets/pdf_file/0010/83809/Student-feedback.pdf - 0 views

www.newcastle.edu.au/...Student-feedback.pdf

Feedback

shared by Jessica M on 16 Aug 14 - No Cached
    • Jessica M
      Jessica M on 16 Aug 14
       
      Good feedback practice: * facilitates the development of self-assessment (reflection) in learning; * encourages teacher and peer dialogue around learning; * helps clarify what good performance is (goals, criteria, expected standards); * provides opportunities to close the gap between current and desired performance; * delivers high quality information to students about their learning; * encourages positive motivational beliefs and self-esteem; and * provides information to teachers that can be used to help shape their teaching (Nicol  & Macfarlane-Dick, 2006
Maree Michaud-Sacks

Life and Career Skills - The Partnership for 21st Century Skills - 0 views

www.p21.org/...266

heutagogy career skills

shared by Maree Michaud-Sacks on 10 Jun 13 - No Cached
  • Be Self-directed Learners Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise Demonstrate initiative to advance skill levels towards a professional level Demonstrate commitment to learning as a lifelong process Reflect critically on past experiences in order to inform future progress
  • Work Independently Monitor, define, prioritize and complete tasks without direct oversight
  • Manage Goals and Time Set goals with tangible and intangible success criteria Balance tactical (short-term) and strategic (long-term) goals Utilize time and manage workload efficiently
Joy Quah Yien-ling

Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory S... - 0 views

jcmc.indiana.edu/...ertmer.html

shared by Joy Quah Yien-ling on 19 Jun 10 - Cached
  • According to the authors, good feedback performs the following functions: clarifies what good performance is (goals, criteria, standards) facilitates the development of self-assessment and reflection delivers high quality information to students about their learning encourages teacher and peer dialogue around learning encourages positive motivational beliefs and self esteem provides opportunities to close the gap between current and desired performance provides information to teachers that can help shape teaching (p. 3).
  • According to Palloff and Pratt (1999), "the ability to give meaningful feedback, which helps others think about the work they have produced, is not a naturally acquired skill" (p. 123).
  • Joy Quah Yien-ling on 19 Jun 10
     
    "Using Peer Feedback to Enhance the Quality of Student Online Postings"
Diane Gusa

CIIA: Teaching and Learning Resources - Assessment and Outcomes - 0 views

pandora.cii.wwu.edu/...best_practices.asp

Strategies best practices teaching procedure

shared by Diane Gusa on 22 Jun 11 - Cached
  • Engage students in active learning experiences Set high, meaningful expectations Provide, receive, and use regular, timely, and specific feedback Become aware of values, beliefs, preconceptions; unlearn if necessary Recognize and stretch student styles and developmental levels Seek and present real-world applications Understand and value criteria and methods for student assessment Create opportunities for student-faculty interactions Create opportunities for student-student interactions Promote student involvement through engaged time and quality effort
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