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Student Self Assessment - 0 views

www.duq.edu/...student-self-assessment.cfm student Self-grading assessment blog module 4 Learning teaching
shared by Diane Gusa on 09 Jul 11 - No Cached
  • Student Self-AssessmentIntentionally involving your students in the assessment process helps students to become lifelong learners.  Peter Senge (2000) says, “A cornerstone of lifelong learning is the capacity for objective self-assessment – the ability to judge for yourself how well you are doing.”  Similarly, William McKeachie (2011) relates the importance of helping students become lifelong learners to faculty members who intentionally involve students in self-assessment:“After the course is over, students will not be able to depend on you to assess the quality of their learning.  If one of your goals is the development of lifelong learning skills, students need practice in self-assessment.
  • To encourage students to learn from past tests, faculty can assign a worksheet that asks students to look at more than the grade on the returned exam.  “Exam wrappers direct students to review and analyze their performance (and the instructor’s feedback) with an eye toward adapting their future learning” (Ambrose, et al, 2010).
  • Questions on an exam wrapper for a physics course might include the following:
  • ...2 more annotations...
  • Student Check Sheet for Literary Critical Essay
  • McKeachie, W. J., & Svinicki, M. D. (2005). McKeachie's teaching tips:  strategies, research and theory for college and university teachers. Boston: Houghton Mifflin.
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The Application of Learning Style Theory in Higher Education Teaching - 0 views

www2.glos.ac.uk/...kolb2.htm education Intelligence Multiple learningTheory Learning Styles
shared by Diane Gusa on 29 Jun 11 - Cached
  • A learning style is: "A complexus of related characteristics in which the whole is greater than its parts. Learning style is a gestalt combining internal and external operations derived from the individual's neurobiology, personality and development, and reflected in learner behaviour" (Keefe & Ferrell 1990, p. 16).
  • general tendency towards a particular learning approach displayed by an individual.
  • Riding & Cheema (1991), from an extensive review of the literature, conclude there are only two principal styles "families", the holist-analytic, and the verbaliser-imager. These two broad groupings relate to the type of cognitive activities normally ascribed to the two hemispheres of the brain. Curry (1983) suggests there are three different perspectives on styles: those relating to a preference for a particular instructional approach, those relating to the individual's intellectual approach to assimilating information independently of the environment, and those relating to the individual's intellectual approach to assimilating information with the environment.
  • ...26 more annotations...
  • Dunn, Deckinger, Withers & Katzenstein (1990), who found that teaching students based on their diagnosed learning style did significantly increase their achievement level (see also Napolitano 1986).
  • Research indicates learning style is not a stable construct, so one may alter instructional style to meet a learning style that will itself change, requiring a further change in instructional strategy.
  • Researchers have failed to address the question of how it is possible to achieve a tailoring of instructional approaches on anything other than an individual level.
  • What may be possible is to promote an educational environment developed for flexibility at the individual student level.
  • What is required is a stimulus-stimulus approach, where the student and the lecturer are actively involved in both learning and the mechanics of the learning process, the aim being to facilitate learner empowerment by developing in students a critical awareness of material studied and the delivery and structure of the material. Learners can then tailor flexible education strategies to their requirements to optimise the quality of the learning experience.
  • his ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning
  • In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the programme to match their own learning attributes.
  • facilitator, and finally to that of a resource to be tapped
  • lecturer's role
  • Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves
  • "causer of learning".
  • This approach will tend to create learned helplessness in people
  • Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. T
  • The lecturer must avoid removing traditional barriers to self-direction, such as a rigid programme structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student.
  • allow the individual the freedom to define and devise learning strategies, and to make mistakes. T
  • The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance
  • as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognise that self-direction is needed or preferable, the setting of an inappropriate learning goal(s) that fails to act as a motivator, and previous learning and education experiences.
  • That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate.
  • This will require that the lecturer breaks down barriers to learning and self-direction that may be present. This covers: those barriers created by the student during the course (wrong choice of learning approach, poor motivation, lack of confidence), those barriers that the course itself may indirectly create (lack of flexibility, lack of direction and guidance, poor structure), and those barriers that the student brings to the course (reason for attending the course, poor learning skills, previous bad learning experiences).
  • In the initial stages of a programme, the lecturer will need to ensure the existence of an appropriate control structure, as students undergo the transition from being other-directed in their learning by external influences, to being self-directed.
  • caffold structure
  • clearly communicated and understood aims and objectives for the students at regular intervals.
  • allows students to progressively take control of their learning,
  • but that also offers sufficient guidance and direction in the early stages to prevent individuals from becoming lost.
  • The application of learning style theory in higher education teaching
    • Diane Gusa
      Diane Gusa on 29 Jun 11
       
      This would take a very brave instructor to do this. However, I know of colleges (Goddard for one) that does exactly this in their graduate program.
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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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Relational Context of Teaching - 3 views

relationalcontextofteaching.edublogs.org
shared by Diane Gusa on 07 Jun 11 - No Cached
Kristen Della liked it
  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
  • ...25 more annotations...
  • Eleanor Roosevelt
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
      ian august on 17 Jul 11
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
      ian august on 17 Jul 11
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
      ian august on 17 Jul 11
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I don't understand this comment.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Good idea!
  • when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • I will do this because I care about their learning.
  • I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
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Rise in Online Classes Flares Debate About Quality - NYTimes.com - 0 views

www.nytimes.com/...06online.html
shared by efleonhardt on 01 Jun 12 - No Cached
  • “It’s a cheap education, not because it benefits the students,” said Karen Aronowitz, president of the teachers’ union in Miami, where 7,000 high school students were assigned to study online in computer labs this year because there were not enough teachers to comply with state class-size caps. “This is being proposed for even your youngest students,” Ms. Aronowitz said. “Because it’s good for the kids? No. This is all about cheap.”
  • But administrators insisted that their chief motive was to enhance student learning, not save money in a year when the 108,000-student district is braced for cuts of $100 million and hundreds of jobs. “What the online environment does is continue to provide rich offerings and delivery systems to our students with these resource challenges,” said Irving Hamer, the deputy superintendent.
  • Teachers’ unions and others say much of the push for online courses, like vouchers and charter schools, is intended to channel taxpayers’ money into the private sector. “What they want is to substitute technology for teachers,” said Alex Molnar, professor of education policy at Arizona State University. In Idaho, Gov. C. L. Otter and the elected superintendent of public instruction, Tom Luna, both Republicans, promoted giving students laptops and requiring online courses. The State Legislature, pressed by critics who said the online mandate would cost teachers jobs, rejected it, but Mr. Luna said in an interview that he would propose it this summer through the State Board of Education, which supports him. “I have no doubt we’ll get a robust rule through them,” he said. Four online courses is “going to be the starting number.”
  • ...1 more annotation...
  • Sherri Wood, president of the Idaho Education Association, the teachers’ union, strongly disagreed. She said Mr. Luna’s 2010 re-election campaign had received more than $50,000 in contributions from online education companies like K-12 Inc., a Virginia-based operator of online charter schools that received $12.8 million from Idaho last year. “It’s about getting a piece of the money that goes to public schools,” Ms. Wood said. “The big corporations want to make money off the backs of our children.”
  • Mark Prelewicz on 01 Jun 12
     
    online classes costing teachers their jobs
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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views

www.irrodl.org/...1954 distance learning motivation
shared by efleonhardt on 04 Jun 14 - No Cached
  • 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...
  • all humans have an intrinsic need to be self-determining or autonomous
  • as well as to feel competent
  • connected
  • SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
  • a perception that what they do will not affect the outcome
  • an attribution of low value to the task being undertaken
  • the tendency to focus only on intrinsic motivation
  • It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
  • Case study one was situated within a compulsory integrated science and technology course
  • 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.
  • he relevance and value of the task
  • need to be clearly identified and linked to learning objectives to help
  • 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.
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Understanding the Antecedents of Effective Knowledge Management: The Importance of a Kn... - 1 views

onlinelibrary.wiley.com/...2747BE2E4D53247F71E4B90.f03t01 module 4 assignment online education teaching
shared by katespina on 23 Jul 14 - No Cached
  • those organizational qualities that encourage knowledge creation and dissemination
  • katespina on 23 Jul 14
     
    This discusses the idea of cooperative learning - encouraging knowledge creation and the spread of the knowledge that is gained.
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Lean Six Sigma: Research and Practice - 1 views

www.merlot.org/merlot/viewMaterial.htm?id=838765&hitlist=fromAdvancedSearch%3Dtrue%26keywords%3Dcontinuous%2Bimprovement%252C%2Blean%252C%2Bsix%2Bsigma%26keywordselectorsradio%3Don%26allKeyWords%3Dfalse%26anyKeyWords%3Dtrue%26exactPhraseKeyWords%3Dfalse%26title%3D%26url%3D%26description%3D%26community%3D%26category%3D%26cat1%3D-1%26language%3D%26materialType%3D%26technicalFormat%3D%26audience%3D%26contributorName%3D%26contributorEmail%3D%26contributorOrg%3D%26dateRange%3Dnodates%26_hasPeerReviews%3D% module 4 assignment
shared by katespina on 23 Jul 14 - No Cached
  • Six Sigma stresses elements that are critical to quality, such as reducing manufacturing defects. Lean Speed strives to eliminate seven kinds of waste. What happens when Six Sigma and Lean Speed merge? You end up with faster processes and fewer defects in your business.
  • katespina on 23 Jul 14
     
    free textbook on the marriage of Lean & Six Sigma
  • katespina on 23 Jul 14
     
    this is a textbook I'll use to point my students to research materials when they are working in their group projects. I can also pull from it to use as readings in the different areas.
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http://jolt.merlot.org/vol5no2/sadera_0609.pdf - 0 views

jolt.merlot.org/...sadera_0609.pdf Community Online
shared by Jessica M on 16 Aug 14 - No Cached
    • Jessica M
      Jessica M on 16 Aug 14
       
      They suggested  that communities include "a sense of shared purpose, trust, support, and collaboration--i.e., a sense of  community-[that] is an essential element in the development of quality online learning environments" 
    • Jessica M
      Jessica M on 16 Aug 14
       
       Interaction influences learning and knowing, and it is especially important in distance  education because it helps reduce feelings of isolation and contributes to the student success in online environments 
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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
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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.
2More

Does it make a difference? Replacing text with audio feedback - 1 views

community.dur.ac.uk/...174 audio feedback
shared by Teresa Dobler on 19 Jul 14 - No Cached
  • 1 minute of audio feedback was generating an equivalent of approximately 100 words.
  • Alicia Fernandez on 19 Jul 14
     
    Study finds that providing feedback using audio files leads to improvements in both quantity and quality.
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Writing Student Performance-Based Objectives - 9 views

www.phy.ilstu.edu/...stperfobjectives.html learning objectives objectives objectives-how not to write online quality
shared by alexandra m. pickett on 17 Jun 12 - No Cached
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