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Blair Peterson

Group Skills Development - 0 views

citl.indiana.edu/...groupSkills.php

assessment grading skills

shared by Blair Peterson on 08 Dec 12 - No Cached
  • Blair Peterson on 08 Dec 12
     
    Guide to help students better develop skills for working in groups. Very good ideas to share with students. 
Blair Peterson

Students of Harvard Cheating Scandal Say Group Work Was Accepted - NYTimes.com - 0 views

www.nytimes.com/...y-group-work-was-accepted.html

AcademicIntegrity cheating

shared by Blair Peterson on 10 Sep 12 - No Cached
  • “I was just someone who shared notes, and now I’m implicated in this,” said a senior who faces a cheating allegation. “Everyone in this class had shared notes. You’d expect similar answers.”
    • Blair Peterson
      Blair Peterson on 10 Sep 12
       
      Certainly not a defense for cheating.
  • “I felt that many of the exam questions were designed to trick you rather than test your understanding of the material,” “the exams are absolutely absurd and don’t match the material covered in the lecture at all,” “went from being easy last year to just being plain old confusing,” and “this was perhaps the worst class I have ever taken.”
  • ...2 more annotations...
  • “everybody went to the T.F.’s and begged for help. Some of the T.F.’s really laid it out for you, as explicit as you need, so of course the answers were the same.”
  • The exam instructions said it was “completely open book, open note, open Internet, etc.” Some students asked whether there was a fundamental contradiction between telling students to use online resources, but not to discuss the test with each other.
Blair Peterson

Quality Homework - A Smart Idea - NYTimes.com - 1 views

www.nytimes.com/...ity-homework-a-smart-idea.html

homework assessment

shared by Blair Peterson on 18 Sep 11 - No Cached
  • How effectively do children’s after-school assignments advance learning?
  • one-third of parents polled rated the quality of their children’s homework assignments as fair or poor, and 4 in 10 said they believed that some or a great deal of homework was busywork.
  • Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
  • ...3 more annotations...
  • in a new way: not to assess what students know, but to reinforce it.
  • When we work hard to understand information, we recall it better; the extra effort signals the brain that this knowledge is worth keeping.
  • An interleaved assignment mixes up different kinds of situations or problems to be practiced, instead of grouping them by type. When students can’t tell in advance what kind of knowledge or problem-solving strategy will be required to answer a question, their brains have to work harder to come up with the solution, and the result is that students learn the material more thoroughly.
trishbeck

Harvard Says 125 Students May Have Cheated on Exam - 0 views

www.nytimes.com/...-may-have-cheated-on-exam.html

shared by trishbeck on 31 Aug 12 - No Cached
  • trishbeck on 31 Aug 12
     
    CAMBRIDGE, Mass. - Harvard University revealed Thursday what could be its largest cheating scandal in memory, saying that about 125 students might have worked in groups on a take-home final exam despite being explicitly required to work alone.
  • trishbeck on 31 Aug 12
     
    Apparently there is no place that students truly value meaningful assessment for the sake of their own education. Is trying to stop cheating a hopeless battle?
Blair Peterson

To Reassess (or, how to make more work for me) | Continuous Everywhere but Differentiab... - 0 views

samjshah.com/...r-how-to-make-more-work-for-me

assessment sbg grading learning summative standards-based grading standards based re-assessments

shared by Blair Peterson on 20 Aug 14 - No Cached
  • 1) students waited too long to do it. I put an approximate 2-week limit (after returning tests) to re-assess. Students waited until almost the last day just to notify me of their intent to re-assess. The longer they waited the worse they did.
  • The good news this year, though, was that re-assessment didn’t take over all of my time like I thought it would. It took extra time, sure, but it was manageable. One of my projects this summer is to make a bank of more questions for assessment.
  • As for re-assessing, my biggest surprise was that many students chose NOT to re-assess! (this is honors, too!). I think back, even last year when I had a lazy group and grades were low. There I was agonizing about why, why, why, and what could I do to improve the grades….what I discovered is that I agonized over it far more than they did. The ones who didn’t re-assess accepted their grades. The ball was in their court, and they didn’t play. And I didn’t have to agonize over anything this year. So I guess it balances out — more time for me to do re-assessment, less time I spend agonizing over grades. I’ll take it.
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