ETAP640

improved grades, much higher quality in the final manuscript,

reducing instructor workload

e graded on the quality of their reviews, not on the reviews their papers received

be specific

make corrections on the sample by checking for spelling, grammar, and punctuation errors.

icant improvement in students' revising and editing skills in the areasof content and mechanics

signif

Researchermodels andintroduces- lesson on peerediting

Classroom community and student engagement are closely related to one another

sense of connectedness and psychological closeness rather than isolation are better prepared to become more actively involved with online learning and the resulting higher order thinking and knowledge building

text-based experiences are likely insufficient for participants to break down the barriers created by distance and the lack of face-to-face interaction.

e socially and academically integrated in order to provide meaningful learning experiences

“relationships with cohorts”

hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”

Break assignments into smaller, more manageable parts that include structured directions for each part.

Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.

Establish stations for inquiry-based, independent learning activities.

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.