Skip to main content

Home/ Chandler School/ Group items tagged summative

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jill Bergeron

Every Teacher's Guide to Assessment | Edudemic - 0 views

www.edudemic.com/tive-and-formative-assessments

assessment formative summative assessments

shared by Jill Bergeron on 04 May 15 - No Cached
  • Jill Bergeron on 04 May 15
     
    This is an article that addresses how different assessments can be used and defines the various types of assessments. It is extremely concrete.
Jill Bergeron

Tips for Grading and Giving Students Feedback | Edutopia - 2 views

www.edutopia.org/...eedback-heather-wolpert-gawron

grading feedback assessment teaching

shared by Jill Bergeron on 08 Oct 14 - No Cached
  • Rubrics aren't just about summative feedback, "Here's how you did," they are also a sort of preemptive feedback, "Here's what you need to do."
  • Teach the students to give the first wave of feedback to each other.
  • Rotate groups of students that get more percentage of your attention.
  • ...9 more annotations...
  • Develop a key of symbols that you can use in the margins instead of writing in sentences or bullets.
  • Carol Jago reminds us that it's the students job to correct their errors. In fact, it would be even more powerful for them to identify the errors in the first place using hints provided by you
  • allow a student to choose the section or numbers they feel best represent their comprehension
  • This will require students to translate as well, which embeds the lesson even further.
  • Sometimes, assignments will take a huge leap in quality when students think someone other than their own teacher is seeing them.
  • Keep the final grade of an assignment as a carrot dangling until the feedback is read, attempted, and proven. Make them solve some of the problems in the assignment based on your feedback, and trade their solutions for access to their score.
  • You conference; they write.
  • Stagger due dates for your classes.
  • Ask them what worked and what didn't. Model your own comfort at criticism and they will work harder at their own.
Jill Bergeron

Evaluating Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...aluating-pbl-michael-hernandez

project based learning pbl evaluating assessment evaluation edutopia

shared by Jill Bergeron on 23 Jun 16 - No Cached
  • There are many dimensions of student achievement that we need to evaluate in PBL. The end product is certainly important, but if we focus only on that, the meaningful learning that happens throughout the process can be lost as students feel pressure to do whatever it takes to "make the grade."
  • In other words, we want to acknowledge not only what they learned, but how they came to learn it so that they can use these processes in the future.
  • Establish target goals early to provide purpose for the project, while also establishing expectations of the result: What is the problem to solve or the product to create? What kinds of subject area content need to be included or addressed in the project? What expectations do you have for the final product's presentation, publishing, or performance? What kinds of collaborative behaviors must be demonstrated by students throughout the process? Feedback and corrections should happen frequently to keep students on track, improve their work, and set them up for success in the final product. Waiting too long to give feedback may result in work that is too far gone to be fixed or improved.
  • ...8 more annotations...
  • evaluations should have four dimensions: Self Peer Teacher Audience
  • oral and written feedback is more personal and specific.
  • Self-evaluation is an especially important piece of the summative evaluation because it taps into higher-level thinking and awareness of the material, process, and final product.
  • Peer evaluations are unique to collaborative projects, and I find that they facilitate a better collaborative process because the teacher considers the student experience. We can use this information to modify the workflow for the next project and hold students accountable for their work (effort, constructive contributions to the team, etc.).
  • allow for audience feedback to evaluate that project's levels of success. Public critiques (such as comments on blog posts) and class discussion help provide wider perspective and may even carry more meaning for the student than teacher feedback.
  • Find a combination of both public and private evaluations that you feel is right for your students or the project.
  • Critique Sandwich A negative comment about a problem or flaw is presented between positive comments about something done well. "I Like That. . ." Require feedback that includes answers to all of these statements: I like that. . . I wonder if. . . Best next steps might be. . .
  • Rose/Thorn/Bud This critique also addresses the good (rose) and the bad (thorn), but also the potential (bud) for what may be a good idea but needs work.
  • Jill Bergeron on 23 Jun 16
     
    There are a few good ideas in here about how to offer feedback to students during a PBL unit.
Jill Bergeron

What's Worth Learning in School? | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...whats-worth-learning-school

balance learning teaching

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Educators, Perkins says, need to embrace these same insights. They need to start asking themselves what he considers to be one of the most important questions in education: What's worth learning in school?
  • These days, he says we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment. As a result, as educators, “we have a somewhat quiet crisis of content,” Perkins writes, “quiet not for utter lack of voices but because other concerns in education tend to muffle them.” These other concerns are what he calls rival learning agendas: information, achievement, and expertise.
  • The information in textbooks is not necessarily what you need or would like to have at your fingertips.” Instead, even though most people would say that education should prepare you for life, much of what is offered in schools doesn’t work in that direction, Perkins says. Educators are “fixated” on building up students’ reservoirs of knowledge, often because we default to what has always been done.
  • ...9 more annotations...
  • “Conventional curriculum is chained to the bicycle rack,” he says. “It sits solidly in the minds of parents: ‘I learned that. Why aren’t my children learning it?’
  • Curriculum suffers from something of a crowded garage effect: It generally seems safer and easier to keep the old bicycle around than to throw it out.”
  • Just as educators are pushing students to build a huge reservoir of knowledge, they are also focused on having students master material, sometimes at the expense of relevance.
  • Unfortunately, if someone questions whether this expertise serves students well and instead suggests more life-relevant topics, Perkins says the common reaction is: “We’re sacrificing rigor!”
  • Instead of building during the first 12 years of schooling toward expertise in an advanced topic like calculus that hardly ever comes up in our lives, Perkins says students can instead become “expert amateurs” in something like statistics — a rigorous topic that is also used in daily life. In fact, expert amateurism works great, he says, in most of what we do in our lives
  • There’s no list of 1,000 things we must know or teach. Perkins says there would be no way to create a definitive list because there are lots of things worth learning at any given time or for a specialized career or even simply because we enjoy learning.
  • With high-stakes testing, he says, there’s a fixation on “summative” versus “formative” assessment — evaluating students’ mastery of material with exams and final projects (achievements) versus providing ongoing feedback that can improve learning.
  • “The fixation on the heap of information in the textbooks is itself part of the problem because the world we are educating learners for is something of a moving target,” he says.
  • Perkins says he’s not surprised that so many people have trouble naming things they learned early on that still have meaning today or that disengaged students are raising their hands, asking why they need to know something.
Jill Bergeron

5 Fantastic, Fast, Formative Assessment Tools | Edutopia - 0 views

www.edutopia.org/...e-assessment-tools-vicki-davis

socrative formative assessment tech tools kahoot zaption Edutopia differentiation apps

shared by Jill Bergeron on 23 Mar 15 - No Cached
  • Formative assessment is done as students are learning. Summative assessment is at the end (like a test).
  • Good teachers in every subject will adjust their teaching based upon what students know at each point. Good formative assessment removes the embarrassment of public hand raising and gives teachers feedback that impacts how they're teaching at that moment. Instant feedback.
1 - 5 of 5
Showing 20▼ items per page