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Don Doehla

Education Update:How We Got Grading Wrong, and What to Do About It:How We Got Grading W... - 72 views

www.ascd.org/...,-and-What-to-Do-About-It.aspx

education research grading

shared by Don Doehla on 15 Oct 13 - No Cached
  • Don Doehla on 15 Oct 13
     
    "Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."
  • ...1 more comment...
  • Don Doehla on 15 Oct 13
     
    "Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."
  • Jamie Bridge on 16 Oct 13
     
    This sounds like an interesting article that someone took the time out to put up here on Diigo. There's only one problem, this seems to be some sort of "pay to view" site. Visitors actually cannot see the article in question (well, they get a 2-paragraph preview). Diigo friends, please don't point to sites that don't give the full information.
  • Don Doehla on 16 Oct 13
     
    Actually, one need not pay, but to read the whole article, one does have to sign in - the account is free, and I understand some don't want to sign in. Still, the article raises some good points.
Michele Brown

Game-based Assessment - Social Skills Assessment | 3C Marketplace - 33 views

www.3cisd.com/...Zoo-U-Social-Skills-Assessment

shared by Michele Brown on 05 May 14 - No Cached
  • Michele Brown on 05 May 14
     
    Zoo U is an online game-based social skills assessment program for children in grades 3 and 4. After customizing their avatar, players explore a variety of social situations in a virtual school setting.
Darrin Schumacher

Grade 5S Blog » Assessment in the PYP - 51 views

gsiscommunity.net/...assessment-in-the-pyp

blog pyp assessment

shared by Darrin Schumacher on 23 Oct 10 - No Cached
  • Darrin Schumacher on 23 Oct 10
     
    We had a weekend workshop to work through what Assessment in the PYP looks like. 
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins 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.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Randolph Hollingsworth

Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work... - 5 views

books.google.com/books

pedagogy online learning attention blindness

shared by Randolph Hollingsworth on 16 Aug 12 - No Cached
  • Randolph Hollingsworth on 16 Aug 12
     
    Davidson (formerly a vice provost at Duke and now codirector of the HASTAC/MacArthur Foundation Digital and Media Learning Competitions) argues our current assessment methods are conditioned by the needs and values of the industrial revolution. Teachers grade students the same way the USDA grades beef. Asks how we might overcome "attention blindness" to gain broader perspective on mental and physical surroundings.
Aly Kenee

Days Like This… | alytapp - 132 views

alytapp.com/...days-like-this

jing assessment screencast edtech

shared by Aly Kenee on 04 Oct 11 - No Cached
  • Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Adding value in context rather than providing repetitive written comments in the summation.
  • After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
  • As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
  • ...7 more annotations...
  • I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
  • It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
    • Aly Kenee
      Aly Kenee on 05 Oct 11
       
      Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
  •  I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
  • A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
  • hurtful to hear me say out loud what was wrong with their papers
  • Writing is personal, and feedback can feel like an attack.
    • brianhammel
      brianhammel on 04 Oct 11
       
      On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
  • tried out a new way of assessing student work — screencasting
Martin Burrett

Social media to blame for poor grades? - 19 views

ukedchat.com/...social-media-poor-grades

social media technology

shared by Martin Burrett on 22 Feb 18 - No Cached
  • Martin Burrett on 22 Feb 18
     
    ""Concerns regarding the allegedly disastrous consequences of social networking sites on school performance are unfounded," says Professor Markus Appel, a psychologist who holds the Chair of Media Communication at Julius-Maximilians-Universität Würzburg (JMU) in Bavaria, Germany. Markus Appel, PhD student Caroline Marker (JMU) and Timo Gnambs from the University of Bamberg have taken a closer look at how the social media use of adolescents correlates with their school grades. "There are several contradictory single studies on this subject and this has made it difficult previously to properly assess all results," Marker says. Some studies report negative impacts of Snapchat & Co., others describe a positive influence and again others do not find any relationship at all."
Glenn Hervieux

Teachers Guide to Creating Auto-graded Quizzes in The New Google Forms ~ Educational Te... - 6 views

www.educatorstechnology.com/...e-to-creating-auto-graded.html

googleforms GoogleApps assessment formative assessment

shared by Glenn Hervieux on 18 Jul 16 - No Cached
  • Glenn Hervieux on 18 Jul 16
     
    Nice step by step guide on how to create/edit/manage auto-graded quizzes in Google Forms. Definitely worthy looking at the steps involved and the limitations.
Sharin Tebo

Could Rubric-Based Grading Be the Assessment of the Future? | MindShift | KQED News - 6 views

ww2.kqed.org/...e-the-assessment-of-the-future

assessment sdwwl Rubrics rubric SDW W4L bestpractices learning_goals learning_targets

shared by Sharin Tebo on 14 Oct 15 - No Cached
  • rubric-based alternative
  • First, they set out to define the essential learning outcomes that faculty, employers and accreditors saw as important.
  • The faculty worked together to write rubrics (called
  • ...5 more annotations...
  • They went through norming sessions where each person would score a piece of student work using the rubric, and they’d come together to make sure people were assigning a similar grade.
  • formative feedback
  • body of evidence
  • cross-disciplinary
  • authentic work
  • Sharin Tebo on 14 Oct 15
     
    Moving to a rubric-based system in University
dennis deets

Smarter Balanced Assessments | Smarter Balanced Assessment Consortium - 77 views

www.smarterbalanced.org/smarter-balanced-assessments

assessment common core ccss

shared by dennis deets on 31 Jul 12 - No Cached
    • dennis deets
      dennis deets on 31 Jul 12
       
      This has the example ELA Items
    • dennis deets
      dennis deets on 31 Jul 12
       
      Here are the math items
  • dennis deets on 31 Jul 12
     
    This page has all of the SBAC Item Specs goto sites. Go to the ZIP and look at your grade level/content.
Suzanne Nelson

Get the Most out of Online Quizzes « classroom2point0 - 156 views

classroom2point0.wordpress.com/...the-most-out-of-online-quizzes

education2.0 quiz assessment onlineclassroom

shared by Suzanne Nelson on 23 Oct 11 - No Cached
  • Unfortunately, life is not multiple choice; it’s a story problem. If we want to prepare our students for the demands of college and the real world, we cannot afford to whittle away their knowledge to a, b, c, d, or e: all of the above. At the same time, our time as teachers is at a premium and very few of us can afford to spend hours grading essay tests.
  • Fortunately, the powers that be are aligning in the classroom teacher’s favor, and there are two great tools you can use to reduce your grading time.
  • So what does QuizStar have that other sites don’t? My favorite feature of QuizStar by far is the “choose all that apply” option. You can create a
  • ...8 more annotations...
  • Edmodo has finally created a quiz application!
  • Edmodo’s quiz feature allows you to create a quiz that mixes multiple choice, short answer, true/false, and fill in the blank.
  • But like QuizStar, Edmodo also analyzes results for you.
  • Rules for ALL Online Quizzes 1.  Never, ever, EVER copy a question from a textbook or a quiz you found online. I can almost guarantee that some enterprising student somewhere has copied the question and placed an answer key online.
  • Getting the Most out of Formative Assessments 1.  Set a time limit that will simultaneously allow students enough time to an
  • Getting the Most out of Open Note Formal Assessments 1.  If you are going to permit students to use notes and worksheets from class, design your questions so that they must apply the information they have at their fingertips. I
  • Getting the Most out of Closed Note Formal Assessments 1.  If no notes are permitted, reduce the amount of time students have to take the test. For multiple choice at the high school level, 45 seconds per question is fairly standard.
  • Experimentation and Feedback As you play around with online quizzes, ask your students to give you feedback. They’ll let you know what’s working and what isn’t.
Martin Burrett

UKEdMag: Assessing Without Levels: …12 Months On by @musingsofmrb - 9 views

ukedchat.com/...s-12-months-on-by-musingsofmrb

levels grades assessment SATs

shared by Martin Burrett on 18 Aug 16 - No Cached
  • Martin Burrett on 18 Aug 16
     
    Wind back 12 months, Year 6 SATs, in their old form, were over and we were beginning to plan for a whole new world….assessing without levels. Every discussion threw up problems and positivity about how we moved forward was severely lacking...
Javier E

Chapel Hill Campus Takes On Grade Inflation - NYTimes.com - 38 views

www.nytimes.com/...26grades.html

assessment education

shared by Javier E on 26 Dec 10 - No Cached
  • Dartmouth transcripts include median grades, along with the number of courses in which the student exceeded, equaled or came in lower than those medians. Columbia transcripts show the percentage of students in the course who earned an A.
  • “What I like about this approach is that it allows faculty who have a certain philosophy of grading to stick with it, as long as they’re O.K. with having it be shown. If somebody gets an A in a class with a lot of A’s and that’s put out there, that’s good. If the chemists are willing to tell everybody that they grade harshly, that’s good too.”
Adrienne Schroeder

Flubaroo Assessment - 68 views

www.flubaroo.com

shared by Adrienne Schroeder on 24 Mar 11 - No Cached
  • Mr. Rogness on 24 Mar 11
     
    This seemed to work well - thanks for the tip!
  • ...1 more comment...
  • Amy Roediger on 29 Jun 11
     
    Use flubaroo to grade quizzes made in goggle docs.
  • Steve Gall on 21 May 12
     
    Flubaroo will automatically grade assignments given via Google Docs.
  • Adrienne Schroeder on 25 Jun 13
     
    Simple templates in Google docs to automate grading of assignments
Marc Patton

FCAT Reading Grade 4 Practice - 1 views

fcit.usf.edu/default.htm

Language_Arts Teaching_Ideas Teacher_Resources

shared by Marc Patton on 10 Oct 12 - Cached
  • Marc Patton on 10 Oct 12
     
    This web site is designed to help teachers and their students prepare for the Fourth Grade Reading Florida Comprehensive Assessment Test (FCAT). It includes resources for teachers as well as practice activities and tests for students. Many of the materials are also available in a print-friendly format.
Martin Burrett

JumpRope - 47 views

www.jumpro.pe

gradebook assessment data analysis

shared by Martin Burrett on 05 Dec 12 - No Cached
  • Martin Burrett on 05 Dec 12
     
    This site is an online grade book and course designer with advance analysis tools to keep your students moving forwards. http://ictmagic.wikispaces.com/Planning+%26+Assessment
Roland Gesthuizen

Net Traveller: Introduction to Rubrics - 6 views

blog.tomw.net.au/...introduction-to-rubrics.html

rubric book review education assessment marking

shared by Roland Gesthuizen on 03 Feb 12 - No Cached
  • Roland Gesthuizen on 03 Feb 12
     
    The book "Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning" by Dannelle Stevens and Antonia J. Levi gives a good, short (131 pages) overview of how to make marking for university assignments easier.
Beth Panitz

Core Knowledge® Foundation - 3 views

www.coreknowledge.org

resources education teaching Curriculum core Lesson Plans assessment

shared by Beth Panitz on 20 Apr 11 - Cached
  • Beth Panitz on 20 Apr 11
     
    FREE DOWNLOAD of Core Knowledge Curriculum Sequence, including lists of grade-appropriate texts and examples for creating assessments.
Tony Baldasaro

Chasing Data « TransLeadership - 14 views

transleadership.wordpress.com/...chasing-data

teaching education transleadership data DDM tristateplp

shared by Tony Baldasaro on 14 Oct 09 - Cached
  • I have spent the good part of the past 6 years of my professional life analyzing assessment data.  NWEAs, NECAPs (NH’s state assessment), school-based assessments, surveys, etc.  I have studied proficiencies, RIT scores, grade reports and AYP calculations.  I have taught professional development courses on how to use assessment databases and I have met with administrators from other districts to compare our data sets and strategies for improvement.
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