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Nils Peterson

Reasons Facebook Beat MySpace | HASTAC - 0 views

www.hastac.org/...reasons-facebook-beat-myspace

shared by Nils Peterson on 15 Sep 09 - Cached
  • To prove her point, Oshiro offers a couple of nice graphs that show a strong correlation between the introduction of Facebook Connect and a rapid migration from MySpace to Facebook. A closer look at the charts, however, suggests that while the API likely did hasten the shift, it was one that was already taking place. One notable conclusion we can draw from this data, however, is that Facebook's decision to open up user data to third parties did, indeed, have a strong measurable effect on popularity. As more applications became available that could integrate with Facebook, the site became more useful to users. Oshiro writes, "Facebook moved from being a College forum site to a full scale lifestyle platform. Whereas MySpace is still a website, Facebook has become an entire eco-system."
    • Nils Peterson
      Nils Peterson on 15 Sep 09
       
      Pointing to the open API of Facebook as an aid to its popularity is interesting, but its a technical consideration to interoperate with other systems. My question is, does increased interoperation facilitate more collaboration and open the potential for collaboration by difference. What if Geo Hotz had used Twitter & FB rather than Blogger. Could he? Would it have made a difference? I am finding that having my blog linked to FB is getting me a little (very little) more attention and commenting than without it. But my friends only comment on things I say about Health Care; they don't seem interested in explorations of rubric-based assessment of learning.
Nils Peterson

Clive Thompson on the New Literacy - 0 views

www.wired.com/...st_thompson

shared by Nils Peterson on 28 Aug 09 - Cached
  • Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      A new take on technology is hurting student's ability to write
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.
  • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago. The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      What if Cathy Davidson's rubric were changed from Not/Satisfactory to Would/would not have impact on the audience, or Useful to me/not useful
  • ...1 more annotation...
  • We think of writing as either good or bad. What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
  • Matthew Tedder on 28 Aug 09
     
    The digital age appears to be reviving literacy... Good.
  • Matthew Tedder on 28 Aug 09
     
    The digital age is reviving literacy..
Nils Peterson

What Intrigues Me About Google Wave - 0 views

mfeldstein.com/intrigues-me-about-google-wave

shared by Nils Peterson on 01 Jun 09 - Cached
  • The basic idea was to make a radically editable learning environment in which students as well as faculty members could rearrange content, functionality, and navigation in the learning environment.
    • Nils Peterson
      Nils Peterson on 02 Jun 09
       
      What fraction of faculty will be excited by radical editability? Its a paragidm shift
    • Joshua Yeidel
      Joshua Yeidel on 04 Jun 09
       
      Also, what fraction of _students_ will be excited by radical editability? Will a readiness assessment be needed?
S Spaeth

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

www.educause.edu/...162420

John Seely Brown Learning 2.0 Educause

shared by S Spaeth on 18 Sep 09 - Cached
  • More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      quote from Sir John Daniel, 1996. The decade he speaks of has past
  • Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      He describes an apprentice model, but we might also think about peripheral participation in terms of giving feedback using an educative rubric.
  • Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • ...2 more annotations...
  • The Faulkes Telescope Project and the Decameron Web are just two of scores of research and scholarly portals that provide access to both educational resources and a community of experts in a given domain. The web offers innumerable opportunities for students to find and join niche communities where they can benefit from the opportunities for distributed cognitive apprenticeship. Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      Kramer's Plant Biotech group could be one of these. It needs tasks that permit legitimate peripheral participation. One of those could be peer assessment. Another could be social bookmarking. I now see it needs not just an _open_ platform, but an _extensible_ one. Here is where the hub and spoke model may play in.
    • S Spaeth
      S Spaeth on 06 Oct 09
       
      I infer that you are referring to this research group. http://www.officeofresearch.wsu.edu/missions/health/kramer.html I am curious to learn why you selected this lab as an example.
  • open participatory learning ecosystems
Gary Brown

History Is Scholarship; It's Also Literature - Chronicle.com - 0 views

chronicle.com/...2009071701c.htm

shared by Gary Brown on 17 Jul 09 - Cached
    • Gary Brown
      Gary Brown on 17 Jul 09
       
      consider relationship of writing to critical thinking; grades to competencies....
  • For me, the biggest challenge in teaching a course like this is getting students engaged in the difficult task of analyzing the exercises
  • The deeper institutional issue is granting credit to graduate students for such a course
  • ...3 more annotations...
  • "good writing" seems to mean, for many faculty members, that "You need to write in the style I like," or "I want to do less copy editing."
  • Without departmental support, however, writing with literary imagination is not only difficult to teach but detrimental to graduate students because they will not get credited for the work nor be allowed by dissertation committees to use what they have learned
    • Gary Brown
      Gary Brown on 17 Jul 09
       
      And why assessment cannot be extricated from teaching....
  • History Is Scholarship; It's Also Literature Before we can educate graduate students about good writing, we may have to re-educate their professors
Nils Peterson

The Huffington Post Allows Top Commenters To Become Bloggers - Publishing 2.0 - 0 views

publishing2.com/...-commenters-to-become-bloggers

shared by Nils Peterson on 04 Sep 09 - Cached
  • they took a middle path, opening up an opportunity for ANYONE who actively comments on Huffington Post to become a blogger — but with one caveat…they have to EARN it. Or put another way — they are leveraging the power of the network, while still creating boundaries to channel value.
    • Nils Peterson
      Nils Peterson on 04 Sep 09
       
      How to become a HuffPost blogger. Gives insight into assessment scales
  • Since launching in May 2005, we’ve received more than 2.7 million comments, posted by over 115,000 commenters.
  • Our decision will be based on how many fans a commenter has, how often their comment is selected as a Favorite, and our moderators’ preferences. Every comment now has an “I’m A Fan Of” link and a “Favorite” link, so start voting for the comments and commenters you like best.
  • ...1 more annotation...
  • By using a “groupsourcing” method to highlight well-received commenters — from whom we’ll be able to choose new bloggers — we’re leveraging the power of the HuffPost community to serve as a filter, highlighting strong writers who have something to add to our group blog mix.
    • Nils Peterson
      Nils Peterson on 04 Sep 09
       
      So this is the crux of the issue for Cathy Davidson. Her syllabus proposes using a single criteria "satisfactory" and it appears that it might work if the volume of voters is large and their demographics sufficiently distributed. Also note that its voting for a cream of the crop, not just satisfactory. In a smaller setting, a scale with more than two values and comments like CTLT proposes gives more chance for discrimination and value in the feedback
S Spaeth

QuickTopic for Teachers - 0 views

www.quicktopic.com/teachers.html

ALT assessment

shared by S Spaeth on 12 Apr 09 - Cached
  • "This free, web-based message board allows you to set up a web-based discussion board for your class where your students can post messages to one another, to students in another class, or to a parent "expert." These message areas are closed to outside users because they are set up by invitation."
  • S Spaeth on 12 Apr 09
     
    QuickTopic free message boards and the Quick Doc Review collaborative online document review service are excellent tools for all kinds of teachers. Below are a few examples of citations by teaching resource sites that we've found. * "...this amazingly easy site will also send you emails of newly posted messages. ... Also check out the Document Review tool for posting text and eliciting feedback generously provided by QuickTopic" NC State University - Teaching Literature for Young Adults - Resources for teachers.
Nils Peterson

What Colleges Should Learn From Newspapers' Decline - Chronicle.com - 0 views

chronicle.com/...30a02101.htm

shared by Nils Peterson on 30 Mar 09 - Cached
  • Peter Drucker said, "Thirty years from now, the big university campuses will be relics. ... Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable."
    • Nils Peterson
      Nils Peterson on 31 Mar 09
       
      Try the Harvesting Gradebook, our experiment in improving the content and quality by opening the problems and the assessment process to the community. http://wsuctlt.wordpress.com/2009/03/26/test-drive-the-harvesting-gradebook/
  • the institution is making a lot of money — which is then used to pay for faculty scholarship, graduate education, administrative salaries, the football coach, and other expensive things that cost more than they bring in.
    • Nils Peterson
      Nils Peterson on 31 Mar 09
       
      There is other capital that the university could access -- Intellectual Capital and Social Capital. See thoughts on how learning in community could garner this http://www.nilspeterson.com/2009/03/29/extending-the-ripple-effect/
  • Joshua Yeidel on 30 Mar 09
     
    You may have heard me say that I fear that WSU might 'sail itself under the water' by not adapting to its changing environment. Here's a short but carefully-reasoned examination of parallels between universities and newspapers, which are doing just that.
  • Joshua Yeidel on 30 Mar 09
     
    Newspapers are dying. Are universities next? The parallels between them are closer than they appear.
Gary Brown

Matthew Lombard - 0 views

astro.temple.edu/...reliability

inter rater reliability

shared by Gary Brown on 15 Apr 09 - Cached
  • Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a)
  • 5. Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a) Just some of the indices proposed, and in some cases widely used, in other fields are Perreault and Leigh's (1989) Ir measure; Tinsley and Weiss's (1975) T index; Bennett, Alpert, and Goldstein's (1954) S index; Lin's (1989) concordance coefficient; Hughes and Garrett’s (1990) approach based on Generalizability Theory, and Rust and Cooil's (1994) approach based on "Proportional Reduction in Loss" (PRL). It would be nice if there were one universally accepted index of intercoder reliability. But despite all the effort that scholars, methodologists and statisticians have devoted to developing and testing indices, there is no consensus on a single, "best" one. While there are several recommendations for Cohen's kappa (e.g., Dewey (1983) argued that despite its drawbacks, kappa should still be "the measure of choice") and this index appears to be commonly used in research that involves the coding of behavior (Bakeman, 2000), others (notably Krippendorff, 1978, 1987) have argued that its characteristics make it inappropriate as a measure of intercoder agreement.
  • 5. Which measure(s) of intercoder reliability should researchers use? [TOP] There are literally dozens of different measures, or indices, of intercoder reliability. Popping (1988) identified 39 different "agreement indices" for coding nominal categories, which excludes several techniques for interval and ratio level data. But only a handful of techniques are widely used. In communication the most widely used indices are: Percent agreement Holsti's method Scott's pi (p) Cohen's kappa (k) Krippendorff's alpha (a) Just some of the indices proposed, and in some cases widely used, in other fields are Perreault and Leigh's (1989) Ir measure; Tinsley and Weiss's (1975) T index; Bennett, Alpert, and Goldstein's (1954) S index; Lin's (1989) concordance coefficient; Hughes and Garrett’s (1990) approach based on Generalizability Theory, and Rust and Cooil's (1994) approach based on "Proportional Reduction in Loss" (PRL). It would be nice if there were one universally accepted index of intercoder reliability. But despite all the effort that scholars, methodologists and statisticians have devoted to developing and testing indices, there is no consensus on a single, "best" one. While there are several recommendations for Cohen's kappa (e.g., Dewey (1983) argued that despite its drawbacks, kappa should still be "the measure of choice") and this index appears to be commonly used in research that involves the coding of behavior (Bakeman, 2000), others (notably Krippendorff, 1978, 1987) have argued that its characteristics make it inappropriate as a measure of intercoder agreement.
  • Gary Brown on 15 Apr 09
     
    for our formalizing of assessment work
  • Gary Brown on 15 Apr 09
     
    inter-rater reliability
S Spaeth

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

pbj ALT assessment co-development

shared by S Spaeth on 22 May 09 - Cached
  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
  • ...6 more annotations...
  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  • S Spaeth on 22 May 09
     
    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
Gary Brown

Education Secretary Praises Teaching but Criticizes Teaching Programs - Government - Th... - 0 views

chronicle.com/...48779

assessment

shared by Gary Brown on 09 Oct 09 - Cached
  • Colleges of education, the secretary will say, focus too much on theory and too little on developing knowledge in core areas and on clinical training. The colleges pay insufficient attention to student learning, and fail to train students to use data to improve their instruction.
  • Gary Brown on 09 Oct 09
     
    more fodder for Rain King principles and A of A.
Nils Peterson

Goal 2025 - Lumina Foundation: Helping People Achieve Their Potential - 0 views

www.luminafoundation.org/...goal3.html

attainment lumina assessment higher_education

shared by Nils Peterson on 16 Oct 09 - Cached
  • Nils Peterson on 16 Oct 09
     
    "Based on current estimates, to reach the 60 percent level by 2025, the U.S. higher education system must produce 23 million more college graduates than are expected at present rates of production. The actual size of the gap will shift annually, as we make progress and new data become available. Obviously, we can't close this gap overnight. But, for example, if we can start to increase the rate of attainment each year and produce 150,000 more graduates than the year before - an annual increase of about 5 percent - we will reach the big goal by 2025."
  • Nils Peterson on 16 Oct 09
     
    adding 150,000 more college graduates/year each year from now to 2025 is a significant scaling up. Spread over 5000 institutions its only 30/institution on average, which many could manage. Or perhaps Western Governors could absorb many of them.
Gary Brown

Measures of Colleges' Quality Should Focus on Learning, Speaker Says - Government - The... - 3 views

chronicle.com/...48812

accountability

shared by Gary Brown on 15 Oct 09 - Cached
  • To improve how student learning is measured, Lumina will seek to support and advance tools, tactics, and systems that effectively define and measure both generalizable skills, like abstract reasoning and critical thinking, and subject-specific skills that students learn. The nation should also learn from measurement tools now in use, like the Collegiate Learning Assessment and the Voluntary System of Accountability, Mr. Merisotis says.
  • Gary Brown on 15 Oct 09
     
    The comments section reveal the tenor of the issue.
Gary Brown

Higher Education: Assessment & Process Improvement Group News | LinkedIn - 1 views

www.linkedin.com/news

standardized tests value-added class size evaluating teaching

shared by Gary Brown on 17 Oct 09 - No Cached
  • Gary Brown on 17 Oct 09
     
    lots about program effectiveness implied here, notably having good teachers in succession.
Gary Brown

News: Turning Surveys Into Reforms - Inside Higher Ed - 0 views

www.insidehighered.com/...nsse

assessment NSSE Closing the loop

shared by Gary Brown on 26 Oct 09 - Cached
  • Molly Corbett Broad, president of the American Council on Education, warned those gathered here that they would be foolish to think that accountability demands were a thing of the past.
  • She said that while she is “impressed” with the work of NSSE, she thinks higher education is “not moving fast enough” right now to have in place accountability systems that truly answer the questions being asked of higher education. The best bet for higher education, she said, is to more fully embrace various voluntary systems, and show that they are used to promote improvements.
  • One reason NSSE data are not used more, some here said, was the decentralized nature of American higher education. David Paris, executive director of the New Leadership Alliance for Student Learning and Accountability, said that “every faculty member is king or queen in his or her classroom.” As such, he said, “they can take the lessons of NSSE” about the kinds of activities that engage students, but they don’t have to. “There is no authority or dominant professional culture that could impel any faculty member to apply” what NSSE teaches about engaged learning, he said.
  • ...4 more annotations...
  • She stressed that NSSE averages may no longer reflect any single reality of one type of faculty member. She challenged Paris’s description of powerful faculty members by noting that many adjuncts have relatively little control over their pedagogy, and must follow syllabuses and rules set by others. So the power to execute NSSE ideas, she said, may not rest with those doing most of the teaching.
  • Research presented here, however, by the Wabash College National Study of Liberal Arts Education offered concrete evidence of direct correlations between NSSE attributes and specific skills, such as critical thinking skills. The Wabash study, which involves 49 colleges of all types, features cohorts of students being analyzed on various NSSE benchmarks (for academic challenge, for instance, or supportive campus environment or faculty-student interaction) and various measures of learning, such as tests to show critical thinking skills or cognitive skills or the development of leadership skills.
  • The irony of the Wabash work with NSSE data and other data, Blaich said, was that it demonstrates the failure of colleges to act on information they get -- unless someone (in this case Wabash) drives home the ideas.“In every case, after collecting loads of information, we have yet to find a single thing that institutions didn’t already know. Everyone at the institution didn’t know -- it may have been filed away,” he said, but someone had the data. “It just wasn’t followed. There wasn’t sufficient organizational energy to use that data to improve student learning.”
  • “I want to try to make the point that there is a distinction between participating in NSSE and using NSSE," he said. "In the end, what good is it if all you get is a report?"
  • Kimberly Green on 26 Oct 09
     
    An interesting discussion, exploring basic questions CTLT folks are familiar with, grappling with the question of how to use survey data and how to identify and address limitations. 10 years after launch of National Survey of Student Engagement, many worry that colleges have been speedier to embrace giving the questionnaire than using its results. And some experts want changes in what the survey measures. I note these limitations, near the end of the article: Adrianna Kezar, associate professor of higher education at the University of Southern California, noted that NSSE's questions were drafted based on the model of students attending a single residential college. Indeed many of the questions concern out-of-class experiences (both academic and otherwise) that suggest someone is living in a college community. Kezar noted that this is no longer a valid assumption for many undergraduates. Nor is the assumption that they have time to interact with peers and professors out of class when many are holding down jobs. Nor is the assumption -- when students are "swirling" from college to college, or taking courses at multiple colleges at the same time -- that any single institution is responsible for their engagement. Further, Kezar noted that there is an implicit assumption in NSSE of faculty being part of a stable college community. Questions about seeing faculty members outside of class, she said, don't necessarily work when adjunct faculty members may lack offices or the ability to interact with students from one semester to the next. Kezar said that she thinks full-time adjunct faculty members may actually encourage more engagement than tenured professors because the adjuncts are focused on teaching and generally not on research. And she emphasized that concerns about the impact of part-time adjuncts on student engagement arise not out of criticism of those individuals, but of the system that assigns them teaching duties without much support. S
  • Gary Brown on 02 Nov 09
     
    Repeat of highlighted resource, but merits revisiting.
Joshua Yeidel

National Institute for Learning Outcomes Assessment - 1 views

www.learningoutcomeassessment.org/index.html

higher_education outcomes accountability

shared by Joshua Yeidel on 28 Oct 09 - Cached
  • Joshua Yeidel on 28 Oct 09
     
    This sounds like an arena in which our work ought to appear, and in which we might find others of like mind and mission. It's a surprisingly non-social site, however.
Nils Peterson

Focus on Formative Feedback - 0 views

www.ets.org/...88ba0e5dd572bada20bc47c3921509

formative feedback assessment education learning ETS

shared by Nils Peterson on 03 Nov 09 - Cached
  • This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.
  • Nils Peterson on 03 Nov 09
     
    Educational Testing Service website hosting a literature review ca 2007 on formative feedback. First 10 pages made it look promising enough to Diigo
Joshua Yeidel

Putting Learning Under a Microscope - Curriculum - The Chronicle of Higher Education - 1 views

chronicle.com/...48997

higher_education learning assessment

shared by Joshua Yeidel on 02 Nov 09 - Cached
  • First, the faculty has designed a unified curriculum.
  • Second, the faculty members are organized under a single academic unit, no matter their disciplinary backgrounds.
  • Third, the program plans to collect an enormous amount of data about student performance and to analyze those data in new ways.
  • ...1 more annotation...
  • an elaborate database that will help them track the success (or lack thereof) of various instructional techniques.
  • Joshua Yeidel on 02 Nov 09
     
    A startup campus in health sciences attempts to put into practice many OAI-like approaches in health sciences. Amid the enthusiasm there is some anecdotal evidence about practical difficulaties like coordinating curriculum and finding time for research.
Ashley Ater Kranov

Course Reminds Budding Ph.D.'s of the Damage They Can Do - Teaching - The Chronicle of ... - 1 views

chronicle.com/...48916

teaching learning assessment

shared by Ashley Ater Kranov on 30 Oct 09 - Cached
  • Ashley Ater Kranov on 30 Oct 09
     
    I think most of us are aware of and agree with what this author is positing - the purpose in sharing this is related to our work with departments in re-thinking how they think about teaching and evaluate it. ""People often think that education works either to improve you or to leave you as you were," Mr. Cahn says. "But that's not right. An unsuccessful education can ruin you. It can kill your interest in a topic. It can make you a less-good thinker. It can leave you less open to rational argument. So we do good and bad as teachers-it's not just good or nothing.""
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