Group items tagged

The tool itself (Rapid Cycle Evaluation (RCE) Coach)

"Rapid Cycle Evaluation (RCE) Coach". Same news referred to in my last Diigo-annotation

Presents a beta-version of a tool developed by an US governmental department for schools and school district choosing edtech solutions. Interesting!

Everything you need to teach students about evaluating websites -- including websites to use as "examples"

short article on students who receive better grades submit more favorable evaluations

Something we probably all know, but it's good that new confirming evidence is being accrued.

"Some teachers are embracing student data to inform their teaching, while others believe there's a risk of an over-reliance on hard numbers that doesn't take into account the human factor."

Many resources (Papers, Articles, and Research)

Teaching technology requires an understanding of how to evaluate a website. This website provides 10+ search engines and a unique collection of fake websites along with the tools and resources teachers need to teach students how to effectively evaluate a webpage.

My thoughts on what it means to have a label based on test scores and how my students and I are getting through it together.

Basic Item Analysis for Multiple-Choice Tests. Jerard Kehoe, Virginia Polytechnic Institute and State University This article offers some suggestions for the improvement of multiple-choice tests using "item analysis" statistics. These statistics are typically provided by a measurement services, where tests are machine-scored, as well as by testing software packages. The basic idea that we can capitalize on is that the statistical behavior of "bad" items is fundamentally different from that of "good" items. Of course, the items have to be administered to students in order to obtain the needed statistics. This fact underscores our point of view that tests can be improved by maintaining and developing a pool of "good" items from which future tests will be drawn in part or in whole. This is particularly true for instructors who teach the same course more than once.

To summarize the findings: because they didn't teach to the test, the professors who instilled the deepest learning in their students came out looking the worst in terms of student evaluations and initial exam performance. To me, these results were staggering, and I don't say that lightly.