Group items tagged

"Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of "Assessing for Learning: Librarians and Teachers as Partners," they continue to shed light on the issue of school librarians helping students to assess for learning. The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added."

Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

"research that suggests that when students assess their peers' work, they do score similarly to the grades professors would give (although others have found that peer grades are higher." Some of the problems w peer feedback...

"Perhaps the most difficult aspect of project-based learning for me was figuring out how I was going to assess it. I'm sure some teachers love assessing and marking student work, but honestly, I'm uncomfortable with most grading and scoring. I appreciate feedback and I don't mind giving feedback, but I hate reducing it to a letter, number, or score. To me, it undervalues the learning."

When incorporated into a lesson, formative assessment provides the teacher with a snapshot of the teaching and learning while it is still happening.

A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects.

"This rubric may be used for assessing use of Twitter for instructional assignments. "

Thanks for the rubric Sara, this is a great idea!

As iPads proliferate in schools around the world, and students as well as teachers create more and more content, questions about what to do with all of those learning objects have arisen. In other words, how can we curate this content into portfolios for assessment as well as reflection.

"As an educator my life revolves around learning, organisation, workflow and school requirements. Lessons are delivered, work is assessed and data is recorded. Thankfully new technologies are providing ways of coping with the increasing demands. Explain Everything is central my current workflow."

"Internet has definitely marked a revolution in the way human knowledge is being generated, shared, communicated, and stored. The answer to almost any question is available within seconds, courtesy of the invention that has altered how we discover knowledge - the search engine. With this abundance of online information comes the question of credibility. Some critics argue that a tsunami of hogwash has already rendered the Web useless. I disagree. We are indeed inundated by online noise pollution, but the problem is soluble. The good stuff is out there if you know how to find and verify it. What we all need is "information literacy"."

An honest assessment from a teacher integrating iPads into her classroom. A MUST read for ALL teachers.

At the end of the day, teaching is about learning, and learning is about understanding. And as technology evolves to empower more diverse and flexible assessments forms, constantly improving our sense of what understanding looks like-during mobile learning, during project-based learning, and in a flipped classroom-can not only improve learning outcomes, but just might be the secret to providing personalized learning for every learner.

Why Learning Should be Messy. The following is an excerpt of One Size Does Not Fit All: A Student's Assessment of School, by 17-year-old Nikhil Goyal, a senior at Syosset High School in Woodbury, New York.

I extracted this excerpt summing up the excellent points made In a summary published on Edutopia, Brigid Barron and Linda Darling-Hammond reviewed numerous studies and found that: : Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration. Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement. Students are most successful when they are taught how to learn as well as what to learn. As the old adage goes, "Tell me and I forget, show me and I remember, involve me and I understand." Harvard Professor Howard Gardner said to me that schools should incorporate the best of two models of learning: a hands-on children's museum, which encourages open-ended exploration, and an apprenticeship, which provides a more structured environment for practicing meaningful skills in an authentic, real-life context.

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