Skip to main content

Home/ EDU120-SP14/ Group items tagged Assessment

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Davin Rose

How Assessment Can Lead to Deeper Learning | Edutopia - 0 views

www.edutopia.org/...ad-to-deeper-learning-bob-lenz

Self Assessment Feedly

shared by Davin Rose on 08 Apr 14 - No Cached
  • The assessment process itself helps students develop critical thinking and analysis skills.
  • "Deeper learning is when a student learns something beyond the content, when they are able to apply their experiences, or knowledge gained in other classes, to what they are doing. It means internalizing information."
  • "Being put in a position to articulate a concept to an audience takes greater comprehension than just learning the idea for yourself. By talking about the project, I deepened my own knowledge of the math we were learning."
  • Davin Rose on 08 Apr 14
     
    Having students assess their own work may seem terrible at first, but if done properly they may begin to develop important critical thinking skills. This could be a great way to develop certain intuitions that students may have.
  • Davin Rose on 08 Apr 14
     
    Having students assess their own work may seem terrible at first, but if done properly they may begin to develop important critical thinking skills. This could be a great way to develop certain intuitions that students may have.
Deb Gardner

Educational Leadership:Getting Students to Mastery:Differentiation: It Starts with Pre-... - 1 views

www.ascd.org/...tarts_with_Pre-Assessment.aspx

differentiated_instruction assessment

shared by Deb Gardner on 22 Jan 14 - No Cached
  • Lily clearly stated what everyone should do:
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      Would be effective for (UdL) to have written (on board) directions as well. Helps create independent learners, helps to avoid students who didn't hear the first time or need written AND verbal instructions.
  • Before starting a unit in science, Lily had her students take a pre-assessment that required them to circle the parts of the body that belong to the nervous system:
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      How is technology used in this classroom in conjunction with grouping to differentiate instruction?
  • The quiz results showed that six students really struggled to understand the different parts and functions of the nervous system. These students missed three to six items on the 18-question test (or scored between an 83 and 67 percent). Many people would consider 83 a sufficient score and not consider the student in need of remediation. However, Lily decided 83 wasn't good enough
  • ...9 more annotations...
  • Further, Lily didn't stop with remediation with this group; instead, she chose to frontload the next body system, the skeletal system
  • She didn't engage the group in inquiry-based instruction practices that day, however. The Rhodes group made flash cards, listing such questions as, "What are the two main structures that make up the central nervous system?" and "What are the functions of the spinal cord?" Although this is a more traditional practice, in this group flash cards had a different feeling. The students chatted with one another while making the cards. They asked Lily to clarify concepts so the information on the cards would be easily understood and to quiz them using the cards. "Great job!" she would say. "You missed three. Practice with the cards a little more, and you'll have it!" Not every student in the room needed to work with flash cards. These students, however, benefited from the practice.
    • Deb Gardner
      Deb Gardner on 22 Jan 14
       
      MIxing traditional review practices (flashcards) - kinesthetic learning with cooperative grouping (Marzano strategy) in differentiating instruction
  • Four Lessons Learned
  • How can we transfer these practices into other classrooms?
  • Second, teachers must use pre-assessments to make decisions; we must become what Carol Ann Tomlinson called "assessment junkies."
  • Third, we can apply this lesson structure to any content
  • Could teachers do this every day? Sure. Do they need to do it every day? No. Teachers could start with one or two lessons per unit;
  • Each lesson does take some additional planning
  • Just start small, and go on from there.
Kelsey McManus

Free Technology for Teachers: Spark Inquiry With Geoguessr & Geosettr - 0 views

www.freetech4teachers.com/...y-with-geoguessr-geosettr.html

students technology spark inquiry free geography technology_integration

shared by Kelsey McManus on 13 Mar 14 - No Cached
  • Kelsey McManus on 13 Mar 14
     
    A game for teaching or assessing geography.
Davin Rose

Common Core in Action: Teaching Online Ethics | Edutopia - 0 views

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

ethics Feedly

shared by Davin Rose on 08 Apr 14 - No Cached
  • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • how do you teach students to honor people's work?
  • Davin Rose on 08 Apr 14
     
    Intellectual ethics on the information found and mined on the internet is an increasing problem amongst today's youth. This is an exercise to possible help combat such a practice.
  • Davin Rose on 08 Apr 14
     
    Intellectual ethics on the information found and mined on the internet is an increasing problem amongst today's youth. This is an exercise to possible help combat such a practice.
Davin Rose

Rethinking Class Ranking | Edutopia - 0 views

www.edutopia.org/...king-class-ranking-anne-obrien

Assessment Feedly

shared by Davin Rose on 08 Apr 14 - No Cached
  • Still, class rank has real consequences. While colleges and universities are often more interested in course rigor than class rank in their applicant pool, there are instances in which class rank is quite important. For example, the University of Texas at Austin provides automatic admission (1) to students graduating in the top X percent of their class (X varies annually based on the percent needed to fill 75 percent of available Texas resident spaces).
  • Guskey points out that some schools are adopting a Latin honor system similar to that of colleges and universities, in which students meeting certain requirements can graduate cum laude, magna cum laude, or summa cum laude, and that other schools name multiple valedictorians based on rigorous academic criteria.
  • Davin Rose on 08 Apr 14
     
    Out with the old in with the ancient. Our culture has a history of ditching what in recent for something that is ancient such as a latin based ranking system. I think this raises a bigger and better question. Should grades matter and what does a grade mean?
1 - 5 of 5
Showing 20▼ items per page