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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.
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
alexandra m. pickett

Transformation via Online Learning - 4 views

afernandez3334.edublogs.org

shared by alexandra m. pickett on 13 Jun 14 - No Cached
  • original target audience,
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      who is your target?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population.  Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64.  Reference  Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities.  (Previously bookmarked in Diigo)
  • adult online students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      what assumptions are you making about this population?
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom.  The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience.  Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow  (Bookmarked in Diigo)
  • students who attend fully online
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      not sure what you mean. these numbers are fully online students.
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      Are these students that solely attend online classes?  Do they attend classes on campus as well?
  • ...8 more annotations...
  • traditional and non-traditional students i
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious.  I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.  
  • If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
    • alexandra m. pickett
      alexandra m. pickett on 13 Jun 14
       
      in my experience this "undergrad" or age variable is not significant. : )
    • Alicia Fernandez
      Alicia Fernandez on 19 Jun 14
       
      I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. 
  • Jun 12th, 2014
  • Aug17
  • Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
  • I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Hi Alicia! Nice blog! don't forget to self assess each post!
  • Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
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