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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
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
  • ...9 more annotations...
  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
lkryder

REAP > Theory & Practice > Conceptions - 0 views

www.reap.ac.uk/...Conceptions.aspx

shared by lkryder on 17 Aug 14 - No Cached
  • In this website some key assumptions are made about assessment and feedback.  In particular, the primary purpose of these processes is conceptualised as being to enable students to develop as self-regulated learners, able to monitor, evaluate and regulate their own learning. This does not mean a focus on individual learning. Rather, student self-regulation is more likely to be developed through collaboration amongst students rather than by individualistic approaches to learning.
  • lkryder on 17 Aug 14
     
    engagement and empowerment through effective assessment redesign
Kimberly Barss

The Wooden Periodic Table Table - 1 views

www.theodoregray.com/PeriodicTable

shared by Kimberly Barss on 15 Jul 11 - Cached
  • This website documents, in great depth, a large collection of chemical elements and examples of their applications, common and uncommon. Click any element tile above and you will find probably more than you ever wanted to know about that element. All these samples (well, at least the ones that fit) are stored in a wooden periodic table, by which I mean a physical table you can actually sit at, in my office at Wolfram Research. I decided to build this table by accident in early 2002, as a result of a misunderstanding while reading Uncle Tungsten by Oliver Sacks. I won't bore you with the details here (see the Complete Pictorial History of the Wooden Periodic Table Table), but once it was finished I felt obligated to start finding elements to go in it (because under the name of each element in my table there is a sample area). Then I started building a website to document all my samples, and that's when things really got out of hand. A few months later my little table won the 2002 Ig Nobel Prize in Chemistry, clearly the highest honor for which it is eligible. Sensing an audience, I began to take the website more seriously, which led to my being asked to write a monthly column for Popular Science magazine, which I've now been doing continuously since the July 2003 issue. Later I formed a most satisfying partnership with Max Whitby building high-end museum displays, selling element samples and sets, and filming video demonstrations of the chemical properties of the elements. This website now contains the largest, most complete library of stock photographs of the elements and their applications available anywhere, as well as a large and growing collection of 3D images documenting hundreds of samples rotated through 360 degrees. Try clicking on some elements in the table above: I think you'll be surprised what's lurking behind those little tiles. And if you like the pictures, you'll love the poster! After years of photography and months of assembling images, I published a photographic periodic table poster based on my collection:
    • Kimberly Barss
      Kimberly Barss on 15 Jul 11
       
      Everything about this site is brilliant! I am so grateful that I found this resource...and wish that I could someday purchase a table of his!
mikezelensky

How People Learn - 3 views

www.nap.edu/openbook.php

shared by mikezelensky on 01 Jul 14 - No Cached
  • mikezelensky on 01 Jul 14
     
    Full book, available as a free download or online viewing.
alexandra m. pickett

Supporting the Spectrum - Building a Bridge between Families and Schools - 1 views

hkurto.edublogs.org

blend13 etap640 via:packrati.us blend13Q4

shared by alexandra m. pickett on 11 Jun 13 - No Cached
  • Reflections of Module 1  
    • alexandra m. pickett
      alexandra m. pickett on 11 Jun 13
       
      BRILLIANT!! : )
  • The one thing that I did not realize before entering online courses is how it would impact my writing.
  • In addition we as instructors should continue our learning process.
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  • It is important to create an online community to shift the course from a teacher centered course to a student centered course. We want to facilitate our courses and guide content, but let the students dig deep to provide a rich and diverse experience that has meaning to the participants.
  • So what have I learned? I have learned who I am as a learner, and what I appreciate in a professor. I have learned that I need to let my voice and personality be known to my students because that is how we will connect and become emotionally connected to our course. I reflect on Professor Pickett’s introduction by her daughter. I immediately connected and realized that there was a human being behind the words, and she was relatable. This course is challenging and pushes my abilities, but the interaction with students and the professor helps me know that I am not a lone, and gives me space to evaluate my goals and reflect on what my presence is in our class and in developing the course.
    • Hedy Lowenheim
      Hedy Lowenheim on 30 Jul 13
       
      Hey Heather Thanks for reminding me of this tool. It looks very cool! Lucky you to go on vacation, must have been tricky. I have been in the same predicament, being enrolled in a course and being on vaca. Definitely a challenge, you just have to be very, very disciplined. But all of us have that in common. Hedy
  • When I read the post prompt of “Where are you?” I know that Professor meant in the course, but I immediately had a flash of Carl Sagan’s Pale Blue Dot. “The significance of our lives and our fragile planet is then determined only by our own wisdom and courage (Sagan,2011) .”
    • alexandra m. pickett
      alexandra m. pickett on 09 Aug 13
       
      so, you may think this course is about online teaching, but it is really about changing the world. : ) I need you to help me. Together we can do more than alone. "where are you?" is a multilayered question.
  • What I have realized in this course, is that teaching presence and social presence and cognitive presence come together to create meaningful learning environments for students and teachers. We want to facilitate this in our classrooms but also in our schools, buildings and districts. We want to create shared spaces where teachers are working together connecting, asking questions, working together to find solutions. When we look at the Seven Principles of Effective teaching, all of these principles are centered around communication and interaction. It is about forming relationships and understanding each other. It is about connecting, creating and understanding.
  • This course held a mirror up to the learner in me. Inside I want to connect with others. The social element in learning is vital. I want to connect, I want to be validated and I want to feel safe in my learning spaces. I want to learn from someone who is passionate about their subject and teaching. I want to be inspired and I want to feel like I am making a contribution. All of these elements have been present in our discussion forum. We have exchanged ideas, thoughts and we have been able to thoughtfully disagree.
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