There is considerable evidence showing that assessment drives student learning. More than anything else, our assessment tools tell students what we consider to be important. They will learn what we guide them to learn through our assessments.
Group items matching
in title, tags, annotations or url
1More
3 Main types of Galaxies - YouTube - 0 views
5More
shared by lkryder on 11 Jun 14
- Cached
CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5) - 0 views
www.flaguide.org/...primerfull.php
formative assessment CATs assessment classroom assessment techniques Learning
![](/images/link.gif)
-
-
Assessment is more than grades To many, the word "assessment" simply means the process by which we assign students grades. Assessment is much more than this, however. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. As such, assessment provides important feedback to both instructors and students. Assessment is Feedback for Both Instructors and Students Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in also using it to give feedback to our students. Improving the quality of learning in our courses involves not just determining to what extent students have mastered course content at the end of the course; improving the quality of learning also involves determining to what extent students are mastering content throughout the course.
-
Assessment Drives Student Learning The types of assessment usually performed in first-year science, math, engineering, and technology (STEM) courses--giving students tests--merely inform students about their grade, or ranking, after they have received instruction. In addition, these common testing techniques--which typically test for fact-based knowledge and algorithmic problem solving--tell our students that this is the type of knowledge we think is most important. That is, we appear to value the understanding of concepts at a relatively low level. Given that this is the type of assessment our students most frequently encounter, and that it will eventually lead to their final course grades, students learn to study the content in our courses in an expeditious way that allows them to succeed in passing many first-year STEM courses without necessarily developing deep understanding of concepts. It is our assessment that drives students learning.
5More
Exploring Collaborative Online Learning - 3 views
-
. Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.
-
Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
-
Analysis of students' contributions revealed that there is a substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment. Johnson & Johnson (1996) list the following major types of behaviors in collaborative learning situations: * giving and receiving help and assistance; * exchanging resources and information; * explaining elaborating information; * sharing existing knowledge with others; * giving and receiving feedback; * challenging others' contributions (cognitive conflict and controversy leading to negotiation and resolution); * advocating increased effort and perseverance among peers; * engaging in small group skills; * monitoring each others' efforts and contributions.
Getting Started - Types of Information Sources - 0 views
54More
Ian August etap 640 SuMmEr 2011 - 1 views
-
Student centered learning
-
why do I need to pay for this if I am on my own.
-
well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
-
I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
-
-
leaders.
- ...26 more annotations...
-
could not locate a link for diigo but I contacted Mimi for more info
-
But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
-
I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
-
-
-
I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
-
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
-
-
-
I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
-
The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
-
-
-
These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
-
Randy Pausch
-
wikis's
-
This also shows the teacher asking the student to be an active participant in their own learning,
-
Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
-
That was the role of student.
-
-
The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
-
build a wiki together
-
I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
-
-
leave it up to the student to choose,
-
I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
-
I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
-
I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
-
-
Case Study
-
Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
-
Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
-
letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
-
letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
-
-
I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
-
I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
-
After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
1More
Myers-Briggs Type Indicator - Wikipedia, the free encyclopedia - 0 views
-
From Wikipedia, the free encyclopedia The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.[1]:1 These preferences were extrapolated from the typological theories proposed by Carl Gustav Jung and first published in his 1921 book Psychological Types (English edition, 1923).[2] The original developers of the personality inventory were Katharine Cook Briggs and her daughter, Isabel Briggs Myers.
22More
Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
-
Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
-
suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
-
Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
- ...19 more annotations...
-
SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
-
It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
-
Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
-
suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
-
suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
-
associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
-
these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
-
practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
-
By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
-
ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
11More
Ten Best Practices for Teaching Online - 2 views
-
-
Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
-
When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
- ...6 more annotations...
-
A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
-
Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
-
Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
-
Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
-
As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
-
How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
2More
The Difference between Positive/Negative Reinforcement and Positive/Negative Punishment... - 0 views
-
In Applied Behavior Analysis, there are two types of reinforcement and punishment: positive and negative. It can be difficult to distinguish between the four of these. Therefore, the purpose of this blog is to explain the differences in order to …
-
In Applied Behavior Analysis, there are two types of reinforcement and punishment: positive and negative. It can be difficult to distinguish between the four of these. Therefore, the purpose of this blog is to explain the differences in order to …
3More
Johns Hopkins University School of Education Graphics and Learning - 0 views
-
It is of course important to organize one's ideas before formal writing, but I now believe that all students should have the choice of whether to do so in outline or in some graphic form.
1More
BlendKit Course: BlendKit Reader: Chapter 3 | Blended Learning Toolkit - 0 views
1More
Teacher-Centered vs. Student-Centered Pedagogy - ProfHacker - The Chronicle of Higher E... - 1 views
-
"Last week, I had my first peer-to-peer teacher observation as a new assistant professor. After teaching at the college level for 10 years, I felt my teaching and pedagogy were sound, so I wasn't too concerned about being observed by a colleague. In a debriefing after the observed session, my colleague noted that the class seemed to be "teacher-centered." This was not offered as a critique, but simply as a statement. The statement, however, surprised me. I had always seen myself as a "student-centered" type of teacher. Since I teach composition, which is typically a student-centered discipline, I was confused. I wondered if we'd been in the same classroom and witnessed the same interactions or if we were using the same definitions of those often-used terms."
1More
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education - 0 views
10More
Sensation-Seeking | Education.com - 0 views
-
-
Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.
-
Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.
- ...7 more annotations...
-
hese adaptations include: (a) the use of dramatic role-playing activities (including the videotaping of such activities), (b) the incorporation of videos and music into traditional lessons, (c) the inclusion of outside speakers with real-world experiences, and (d) the opportunity for students to facilitate conversations and activities in the classrooms
-
Third, educators need to be aware that students with high sensation needs may also experience problems with behavior in the classroom. These students are more likely to get out of their seats, to talk to their neighbors, and to seek attention from the teacher. Thus targeting students with high needs for sensation early on and setting up classroom contexts to provide for these students' needs may alleviate some potential behavioral problems in the classroom.
-
Sensation-seeking is characterized by researchers as a basic human need and as a component of human personality. The need for sensation runs along a continuum, wherein some individuals have a high need for sensation, whereas others have a low need for sensation.
-
The concept of sensation-seeking primarily has been studied in the domains of clinical psychology, personality psychology, health psychology, and communications. From an evolutionary perspective, attention to novel stimuli in the environment was necessary for human survival
-
Individuals who have high sensation needs typically engage in certain predictable behaviors. Most notably, the research indicates that individuals who exhibit a high need for sensation often are more likely to engage in risky or dangerous behaviors, such as abusing substances and having unprotected sexual intercours
-
Research indicates that sensation-seeking rises markedly during early adolescence (Donohew et al., 1994). For many adolescents, this increase coincides with the transition from elementary school into middle school. Thus although students with high needs for sensation are present in elementary, middle, and high schools, these students may be particularly prevalent in middle school settings.
3More
Adult Learning Activities | California Distance Learning Project - 0 views
-
The California Distance Learning Project (CDLP) defines distance learning as follows. "Distance Learning (DL) is an instructional delivery system that connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process that uses available resources and will evolve to incorporate emerging technologies."
1More
Gallery / Nevron Chart for .NET / Chart Types / Venn Chart - 0 views
1More
A Meta-Analysis of Three Types of Interaction Treatments in Distance Education - 0 views
-
Abstract This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the instructional and/or media conditions designed into DE courses, which are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions.
1More