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iowaonlinelearning - Teaching Standards - 94 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by russelljohanna on 17 May 11 - No Cached
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
    • crjessen44
      crjessen44 on 17 May 11
       
      I feel this is critical. As a teacher, I believe all teachers need to live this experience first hand, in the role of a student. Being a student in an on-line evironment will help me to be a better on-line faciliator. I will be more sympathetic to the stuggles of being on-line learner and hopefully I will be more effective, learning from my experience as a student.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      This is so important---as a special educator I also feel it is important to also consider the impacts of a child's disability in light of their online experiences as well.
    • Kristina Greenfield
      Kristina Greenfield on 19 Jul 11
       
      I agree that being an online student will help me create a better online course. I think that is true with most anything we ask students to do. I try to complete my own work (usually essays) for some of my assignments that I give and by doing so, I can revise the assignment much more meaningfully.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I completed my master's program entirely online 2 years ago and certainly "lived" in online learning. I believe that online learning has evolved significantly since then with many more tools available to make online learning more effective. There was some differences between how the various instructors delivered their coursework online. Being an online student certainly gives one an idea of what does and does not work and what one likes/dislikes. However I think we need to keep in mind the generational differences in learning; what I may not like about online learning as an older learner may be a very valuable online learning tool for a young student that has grown up with technology as being a natural part of their learning.
    • anonymous
      anonymous on 30 Sep 11
       
      Not only is it important for an online teacher to experience online learning from the perspective of a student, but I think it is important for them to return to the role of a student from time to time. Each time I take an online course, I am reminded of the feeling of being overwhelmed by a long list of lessons/assignments and very little time to actually complete everything. It a great reminder for me as a teacher to be careful not to overload my students. Adding enrichment items might be a great way to achieve balance.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Think about a traditional face to face enviroment that we all have experienced as children or as adults, with these experiences we have gained learning. As teachers we now know how we will or will not proceed because of our experiences. Online learning should be no different. You need to walk in others shoes to experience their success and/or difficulties
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      The perspective we get from our experiences colors the way we look at everything. Kind of like "your perception is your reality" Meeting the different needs of students (such as learning styles) seems unlikely with on-line learning.
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      My struggles in catching up and staying on track with this online class will definately have an impact on how I set up my own classes.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      I feel taking an online course is the very beginning of an online instructor's process for becoming effective. Being on the learning end helps an instructor know where to enhance assignment directions, proper amount of assignments for an online course, and types of assignments that are better understood from a distance learning perspective.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      I have experienced online learning and in most cases the experience was good. From the student side, it seemed pretty easy. From the teachers side it is quite complicated to create an easy to follow and interact with a good class.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I believe looking at things from a learner's perspective is also very important. I have sat through too many inservices and other learning opportunities thinking "there is no way I could ever teach like this and expect kids to learn" and other similar things. Observing other teachers helps a great deal too. Before I try some activities now I try to run them by my wife or other faculty members to get feedback and doing the same thing with an online course should really help.
    • Carol Price
      Carol Price on 21 Mar 12
       
      It is important for teachers to have had experience as an online learner before teaching an online class. Taking this online class is a new (and frightening) experience for me, but I believe that I am benefiting from this experience.
    • MaryAnn Strawhacker
      MaryAnn Strawhacker on 28 Mar 12
       
      I could not agree more Carol! I tried to develop a Moodle and kept running into roadblocks. Now I am learning the problem was not with my content but rather with my lack of understanding as to how to fully use the learning platform.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      I think this standard is just part a good teaching, be it online or in a regular classroom. As teachers, we need to also think about how the students will be engaged during our lessons (online or face-to-face). Being a student in an online course helps the teacher develop strategies to make their online course as engaging as possible. Learning and working with a variety of online tools (Moodle, screencasting, Diigo, blogs, etc) helps the teacher build a course that will hopefully meet their needs and the students learning needs.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners (SREB C.7, Varvel V.H, ITS 4.c)
    • crjessen44
      crjessen44 on 17 May 11
       
      This one grabbed my attention. I'm currently helping two students with special learning needs take an on-line math class for credit recovery. It has been a very frustrating experience for them in multiple capacities. They not only struggle with content, but with technology issues - the two combined are sometimes more than the students can handle. On a positive note, I've seen some really cool things you can do within an on-line class to tailor the instruction to better meet their needs. I think in some respects you could perhaps more easily tailor on-line learning to meet the needs of a more diverse set of learners?
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      i AGREE THAT THERE IS A LEARNING CURVE FOR TEACHER AND STUDENTS. Having the teacher monitor the student's initial work might help get them started.
    • Lora Lehmkuhl
      Lora Lehmkuhl on 04 Oct 11
       
      Learning is different for each individual. I watched my daughters take gymnastic lessons and compared their learning to the students in my classroom. Two of my daughters were flexible and learned well from their coaches. One of my daughters struggled, but kept trying to keep up. In the classroom, it really seems unfair to expect the students to all learn at the same pace. Online learning allows students to work at their own pace.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      Differentiation is a tricky topic. Look up research on learning styles and you will find mixed messages and limited empirical evidence. I do appreciate that I respond to visual supports, so that might increase my focus or my engagment, but after 12 months of considering learning styles in my grad work, it is hard to say that is the end all be all for tailoring instruction. Sound research and or evidence based practices...which are limited...can be generalized usually to increase student outcomes. Considering how to embedd interests and preferences is instructionally sound and can be a goal, but that may or may not include tailoring instruction. Take a look at this piece if you want to rethink learning styles as a strategy www.youtube.com/watch?v=sIv9rz2NTUk
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      I think this is a two-pronged issue - there is tailoring content to meet the entry points and learning styles of students, but there is also the technology piece of this with online learning. As an instructor, it will be important to provide support for using the technology & tools so that they don't become a barrier to accessing the content.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      An on-line lesson that would give the content in multiple ways, assess the learning in multiple ways may still be too much for the students who struggle with technology issues.
    • Steve Butler
      Steve Butler on 15 Nov 11
       
      I agree that tech can really help us with DI. My district has done some stuff with DI and I am trying to incorporate some of that in my classroom. With the knowledge from this course I hope to do more in the future.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      I love that Moodled DI (did I just make up a verb?) allows for both helping the strugglers, but also for challenging the brightest so that they are not slowed down by the mundane.
    • misti linn
      misti linn on 11 Dec 11
       
      students who need reteaching or more direct instruction would benefit from online learning. i see this as a tool for me to help my AELP students with expanding their knowledge of my content area. i also enjoy using technoloyg and know that the kids in the middle, who we often forget about :( would like to use technology too.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      All students deserve to have differentiated instruction. This really grabbed my attention because I feel strongly that all students can learn and deserve to have instruction to meet their needs
    • Pam Childers
      Pam Childers on 22 Sep 12
       
      This standard seems especially important to me, given that my class will be about accessibility and engagement for all students. I will need to model what I preach!
  • Selects and uses technologies appropriate to the content that enhance learning (SREB M.3, Varvel IV.D, ITS 3.e, ITS 4.f)
    • linda welander
      linda welander on 28 Jun 11
       
      This seems to be exactly what we are trying to do. The collaboration component of the class should provide all of us with a lot of different ideas, websites, and critiques that will save us time and effort. This is a tremendous asset.
    • Aryn Kruse
      Aryn Kruse on 29 Jun 11
       
      I appreciate the use of the term "appropriate", often times technology is selected because it's the new thing, not because it's what is most appropriate for your outcome....
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      I agree with you about the appropriate use of technology. It must be used with a specific purpose. When technology is overused / inappropriately used students get burned out on it just like any other teaching strategy.
    • Stan Newon II
      Stan Newon II on 19 Jul 11
       
      I agree with you as well...it's not necessarily a good idea to use technology simply for the sake of using technology and a teacher can go overboard and use it too much. For example in a HS setting it could get annoying if every teacher was having students participate in a blog.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      In the class I am currently taking, there have been several discussions that discuss not only "what" we teach but "why" we are teaching it. I really enjoy learning about technology myself and enjoy integrating it into my curriculum; however, I think that we need to remember that many of these resources are tools for our toolkit. They are not meant to the be the staple of the classroom. Stan, you gave a great example with blogs. Teachers need to remember that is it just as hard for students to remember different logins and passwords, especially if they have different ones for different classes. I myself do not like it when my usual username/password combination has to be altered; it is inevitable that I will forget it or lose where I wrote it down. It will be interesting to see how the next couple of years change with professional development and how they work to buffer the gap among teachers with their comfort level in technology.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I too am curious as to what type of technology the students would like to use in their "moodle" assignments.
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      As being 'newer' to all the on-line tools, I think this is where we have to pull in our 'experts' and be able to tell them what we need the tool to do and then get their feedback/have a discussion about what tool will best help meet our needs.
    • Pam Elwood
      Pam Elwood on 06 Oct 11
       
      I like this one...the right tech for the right learning outcome. We have been working at Kent State to define purposes and rationales for Web 2.0 tools. So when is a wiki the best choice vs. a blog. Is mandatory number of postings in a threaded discussion more likely to lead to higher order critical thinking and or engagement and dialogue in on online environment. Is there really a Web 1.0, 2.0, 3.0 and beyond and what difference does it make? Does online interaction lead to different outcomes than face to face? It is nice to get past the novelty and consider the function and intentionally select the right tool for the right experience.
    • Lisa Wymore
      Lisa Wymore on 08 Oct 11
       
      I think this is very important, but yet also poses a challenge to online instructors. We do need to be able to choose the appropriate tools. The challenge (but a good one) comes in keeping up with the new and improved options that become available in this rapidly changing environment.
    • Toy Waterman
      Toy Waterman on 10 Oct 11
       
      Appropriate tools will help with clarity and assignment directions. However, one of the better tools for distance learning is the ability to do screencasting so screens can be shared when more technical help is needed. Trying to explain how to do something can be very frustrating to a learner, when showing him/her would be a much better approach - screencasts.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree Toy, screencasts are very helpful for clarifying how to do something online. I am looking forward to learning how to use a screencast tool myself and believe it will make more efficient and effective use of my time. Currently I type up directions step-by-step..which takes way too much time and increases the chances of error. Screencasts make sense!
    • d YM
      d YM on 24 Sep 12
       
      The number of potential tools for incorporating in online instruction seem limitless. I'm amazed at what is available, yet also deterred by the time it takes to locate quality resources that i envision helping me engage learners in more rigorous inquiry and achievement.
  • ...63 more annotations...
  • • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • linda welander
      linda welander on 28 Jun 11
       
      I think this is one of the best features that online learning provides. With many of the programs I use students get immediate feedback, not only the correct answer but the reason that answer is correct, as the student completes the lesson. This is essential to today's students because too often once they receive a final score, they fail to read any notes or explanation from the teacher or to question why their answer was not correct.
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      I would agree that the immediate feedback that online learning can provide is a real asset. Students will know results right away so they don't end up practicing or learning the wrong way.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Learning the technology necessary to have a quality online class will be an ongoing process with the rate that new technologies are being developed.
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So true--not only do you need to be up-to-date and knowledgeable on the course materials, but also the methods of delivering the information.
  • Understands student motivation and uses techniques to engage students (Varvel V.D, ITS 4.d)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Understanding individual student motivations may be difficult via online instruction. I think this would be a challenge.
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      I agree with you, Rebecca; however, it can be just as powerful for other students. There is a fine line that I think is going to be ongoing learning process for teahcers.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I believe that there too must a learning curve for the students! They will need to feel comfortable with on line learning and the teacher needs to find out what motivates them in this platform.
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I think that students like this technology and will use it to enhance their learning.
  • Applies research, knowledge, and skills from professional growth to improve practice (SREB C.8, ITS 7.c)
    • Rebecca Clausen
      Rebecca Clausen on 29 Jun 11
       
      Staying current with research and new developments in content areas will be easier through new technologies.
  • Networks with others involved in online education for the purpose of professional growth
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      Networking is vital! The one thing teachers never have enough of is TIME; I think having time to network would be another constraint for some teachers. When you are taught something new or given something to play with at a class it seems great at the time, but often seems like you need to debrief after wards. Getting involved are the two key words in this standard for me. We have been always told that practice will only make things better; in order for educators to grow professionally, we need to be just as involved as we want our students to be.
    • anonymous
      anonymous on 02 Oct 11
       
      Ashlea, agree! I need to practice new learning. I need to talk to other learners. Kids are the same. It does all take time.
    • Angie Hance
      Angie Hance on 09 Oct 11
       
      Have learned a lot from others already! Both through this class' forum but also through others, such as the GHAEA 21st century learners conference! One presenter shared what she does with jing to "edit" and record narration when she provides feedback to students on their writing assignments.
  • Understands and uses data from assessments to guide instruction
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I believe this is one huge advantage of online courses. Online test give students immediate feedback, but maybe more importantly online data allows educators to analyze it and then use it to guide their instruction. If most students missed certain questions on a test and the teacher knows that immediately then the following day he/she can re-teach some of those concepts or ideas.
    • Ginny Kraus
      Ginny Kraus on 10 Jul 11
       
      I agree - in this generation of instant response or gratification a teacher can incorporate that into the online lesson by giving that quiz that has an instant reply. Then while it's all in one place the teacher can utilize it reteach immediately.
    • Sarah Sieck
      Sarah Sieck on 20 Sep 12
       
      This is another standard the is not only important in online teaching, but teaching altogether. Through an online course you need to learn different tools to assesst students' understanding of content. This can been done in simple and easy ways using polling and quizzes or responses to questions through a discussion forum.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      I think this is important in an online course because it is more difficult to build strong relationships and communicate effectively when people do not see each other face to face daily.
    • C Richardson
      C Richardson on 02 Oct 11
       
      As we never talk face to face, making connections with the instructor, the online social presence is critical. This piece of 'online classroom management' will be interesting to experience through this course and to determine how to create it in our own course(s).
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      As we continue to expand PBIS in Iowa and AEA 267 as part of statewide RTI and the Department of Education's goal to have 100% of schools implementing PBIS, it will be much more difficult to provide face-to-face opportunities for schools to learn and network, particularly after they have completed the 3 years of core PBIS instruction. Social media opportunities will really assist in providing ongoing positive opportunities for PBIS schools to interact, share resources/tips, and trouble shoot challenges with PBIS implementation and sustainability.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I feel that you could be on 24/7. When I am taking a class or teaching one, I find myself checking in many times. That can be both good and bad.
  • Utilizes a course evaluation and student feedback data to improve the course
    • Chad Otdoerfer
      Chad Otdoerfer on 30 Jun 11
       
      If any educator wants to improve they need to consider students feedback and data and improve upon their classroom practices. I think educators who do this become more effective then those who don't.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree that we need to consider student feedback, but you need to look at all of the feedback and not zero in on 1 negative one. It is always helpful to re-evaluate our teaching periodically.
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • misti linn
      misti linn on 11 Dec 11
       
      It is essential that we know what our districts goals are. technology should be infused whenever possible into classrooms. students are familiar with it and like to use it
    • Janet Boyd
      Janet Boyd on 19 Sep 12
       
      Alignment with the Iowa Core is imperative especially since the advent of the Common Core. It will ensure the rigor needed to ensure all students receive a quality education.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is great to have a learning environment where the students and teachers are on the same page. Students need to work together amongst themselves, to learn collaborative techniques. It is also important to work with the teacher, so both teacher and student are getting the most out of the class. If the student works with the content this will ensure they are covering everything they need to.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Bret Larson
      Bret Larson on 12 Jul 11
       
      It is important that the teacher designs their course online correctly so the students can get the most out of the course. We should not just plan an online class to say we have done it, but rather make it appropriate to the level of the students, and the objectives you want them to complete.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • Deanna Tegeler
      Deanna Tegeler on 19 Jul 11
       
      This is why I am taking this course. I want to enhance my students learning and I feel that greater incorperation of technology will allow me to do that. I
    • Sarah Nemmers
      Sarah Nemmers on 22 May 12
       
      I agree I want to have students have a resource outside of the classroom to use to enhance their learning. Technology helps me do that and keeps their interest
  • Understands the differences between teaching online and teaching face-to-face
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      The more that I discuss online learning, the more I think about the face-to-face teaching. I feel that this tows a fine line as we all have a variety of learners in our classroom. Balancing the face-to-face and online instruction is an element of teaching that also depends on the age level you are teaching. I think that the older the learners are, the more content they be exposed to online.
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      I have appreciated the recent opportunities I have had to participate in face-to-face instruction that utilize on-line tools, like moodle. It has been a good way for me to transition to using on-line learning opportunities. I find that I continue to be a little more slow and cautious as I am taking and applying my new learning. I am motivated to push my learning by the fact that I see my MS and HS daughters jump into using web 2.0 tools with ease, and know that I must keep up with the times if I am going to cpntinue to be effective in engaging with student and adult learners in a much more technology-based world.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      In my on-line teaching, I still have one session that is face to face. I need that time to show equipment that I do not feel can be adequaately done on-line. That is the way that I still feel like I'm dabbling my feet in the water.
    • Cathy DeValk
      Cathy DeValk on 23 Sep 12
       
      I've been looking at different stuctures, like the Khan Academy, which makes "face to face" more like "sitting next to" and doing work alongside--just a different viewpoint.
  • Sets and models clear expectations for appropriate behavior and proper interaction
    • Ashlea Ahrenholtz
      Ashlea Ahrenholtz on 21 Jul 11
       
      This benchmark is essential! Without setting and modeling clear expectation, the classroom atmosphere and learning experience will be choatic. Content and engagement are two addends to create learning. The sooner these elements are introduced to the students, the better the interaction will be for the students and the teacher.
    • misti linn
      misti linn on 11 Dec 11
       
      the learning environment needs to be purposeful. i think many of use have tried to incorporate on line learning and it does become chaotic and like a game, when we want it to be purposeful and meaningful to students. setting clear expectations will help students understand that they are learning, just in a different way.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (SREB E.5, Varvel I.B
    • Jeanine Kliefoth
      Jeanine Kliefoth on 18 May 12
       
      Understanding material on the internet is easy to access but is not necessarily "free" to use any way we want is important to understand. Teachers need to model this and teach the students copyright law and fair use.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I believe that we need to have a good understanding of fair use and intellectual property rights. Our students have to be taught how to be good digital citizens and follow the guidelines so that they can apply their digital literacy skills in all that they do. If we model these skills, then it shows our students how important it is to comply with the guidelines.
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I very much want to comply with the "Law." But I found it difficult to know if some of the "images" I wanted to use were copyrighted.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I am very curious to know how much the students will like to communicate with the teacher and themselves using on line learning.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      I too would like to know about this. I think learning needs to be collaborative. Collaboration would have to be very different. I find it overwhelming trying to collaborate here. It is like everyone is talking at once.
    • Kathy Hay
      Kathy Hay on 04 Feb 15
       
      I like the word "creates" used twice in this standard.  Teaching is more than a degree.  It is an art that combines compassion, passion for learning, and acceptance with the belief that everyone learns everyday!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      I hope the students would appreciate the on line communication that takes place regarding each graded assignment! Teacher feedback SHOULD MOTIVATE THEM.
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      Feedback is key, at all stages of learning, for all types of learners. Hopefully when students work online, they will access the feedback and refer to it during their learning process.
  • including rubrics for student performances and participation
    • Clint Luscombe
      Clint Luscombe on 01 Aug 11
       
      However, most rubrics I see seem to be rather subjective. They use words like several, many, one page....without defining them with perhaps numbers!
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      Good rubrics are difficult to make and more so to keep relevant to what you want your participants to accomplish.
    • misti linn
      misti linn on 14 Nov 11
       
      Rubrics make sense as a classroom teacher, so that students can see the highest expectations and the lowest grade they can earn. Rubrics for online learning are just as important.
    • Kristin Shelton
      Kristin Shelton on 09 Apr 12
       
      Detailed rubrics outline or should outline what is expected so a student knows the expectations. The rubrics should be user friendly and easy to understand by the student and pass a stranger test (if another teacher read it, they would understand and be able to use it).
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      I feel that generating a good rubric is very difficult. It is important that we are tweak and change our rubrics so that our expectations are very clear for our students.
  • Knows the content of the subject to be taught
    • anonymous
      anonymous on 26 Sep 11
       
      How many times have you been asked to teach something and had to 'come up to speed' before you could do it?
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      On the flip side, I work with teachers in the area of PE/special needs, who have no background and are unwilling to ask or accept assistance. It is not a reflection of them personally but in the student's best interest.
  • Assists students with technology used in the course
    • anonymous
      anonymous on 26 Sep 11
       
      I think many times staff are overloaded with 'initiatives', asked to implement technology and lack the staff development they need, including practice time, to implement it, yet are expected to be able to assist the students with that technology. Many educators successfully implement new technologies, but have spent many, many hours of their own time making this happen.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I don't have a problem with my content or teaching it. I can definitely say problem solving the technology will be the most difficult part of teaching an on-line class.
    • Robin Olberding
      Robin Olberding on 14 Nov 11
       
      I agree with Marcia. I have a handle on the content that I am teaching but do not have the basic understanding myself to problem solve. Where is that warm body who understands when you need them?
  • how to teach the content
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      I think this standards gets to both sides of effecticve teaching. As Clair stated at the beginning of this standard, people are asked to teach content they have to 'get up to speed with' and then we have the other realm which I face frequently in my work with teachers...they know the content, but don't know how to make it comprehensible for student learning or how to deliver the content effectively.
    • Joan Fredrickson
      Joan Fredrickson on 18 Sep 12
       
      I agree. I think this is a process that will take some time and purposeful learning by the the teachers. Our school is implementing AIW, which seems to be on track with this.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies
    • Annalisa Miner
      Annalisa Miner on 30 Sep 11
       
      Using data is so crucial in knowing what our students need. I can see where being knew to teaching on-line I will have a lot to learn about effectively using data to evauluate my on-line courses!
    • misti linn
      misti linn on 14 Nov 11
       
      It makes sense that we continually use data to assess our effectiveness. This is the criteria we hold ourselves to in the face-to-face classroom, so it makes sense that data is used to show results in the online environment. Just because we like using technology, doesn't mean students are learning.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use
    • anonymous
      anonymous on 02 Oct 11
       
      This was not something we prepared for in my Math Methods class, circa 1986. The PC had been invented, but barely.
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: Rather than dealing with "issues arising from inappropriate student technological use," this standard should encourage a proactive approach with prevention as the focus. Clearly defined expectations of how students will handle the equipment to using online resources should be established as part of the instructional protocol.
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Website specific to Iowa Online Teaching Standards, important for accountability and consistent communication about what quality teaching looks like no matter what the platform!
  • Demonstrates growth in technology kno
    • Lori Beltran
      Lori Beltran on 12 Oct 11
       
      As educators, we need to stay ahead of the game, we must stay current with emerging technologies, but I don't think all schools are requiring teachers to stay current in technology and use technology with their students and their learning.
    • Lylia Chaffin
      Lylia Chaffin on 15 Nov 11
       
      Staying current in online technology and face to face methods plus the curriculum is a daunting task, but most teachers are meeting the challenges.
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      I agree that teachers need to be required to stay up to date with the ever changing technology. It is the method that our students love and are engaged in.
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      As educators, we do need to stay current with emerging technologies because our students are using every new thing they can get their hands on. We need to be comfortable and familliar with these technologies so we can help students learn in the way they know best.
  • emonstrates ethical conduct as defined by state law and local policies or procedures (ITS 8.a, ITS 8.b)
    • Katie Gavin
      Katie Gavin on 03 Oct 11
       
      Standard 8 a is critical, I find that too often many don't think about the consequences of their on-line behavior and we are not always doing a great job of teaching ethics with students.  
  • Promotes learning through online collaboration group work that is goal-oriented and focused (SREB C.5, Varvel V.I)
    • Jackie Fober
      Jackie Fober on 05 Oct 11
       
      Promoting opportunities to collaborate and support each other is so important in PBIS implementation. Learning and incorporating my new skills in Ollie will be critical in order to align with Iowa Teaching Standards and utilize web 2.0 tools to enhance adult learning.
  • goal-oriented and focu
  • goal-oriented and focused
  • goal-oriented and focused
  • student self-assessment and pre-assessment within courses
    • Lisa Wymore
      Lisa Wymore on 07 Oct 11
       
      Providing oportunities and tools to support metacognition are key to motivation and learning.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      There can not just be one type of online strategy used. We must use the tools appropratly and efficently. When I plan professional development I try very hard to meet the needs of my learners no matter what my comfort level may be, of course the more I try new facilation techniques the better I get at using them. I think technology strategies and techniques should not be any different.
    • marcia knupp
      marcia knupp on 09 Oct 11
       
      I couldn't agree more that we need to meet the students where they are and take them to where they need to be. I would say that the participants that are more advanced in technology will be the ones who keep me awake at night trying to meet their needs.
    • Christine Quisley
      Christine Quisley on 09 Oct 11
       
      Exactly! We must make clear what we will and will not except as appropriate pieces of social interaction. Posting "I agree" is sometimes appropriate and sometimes not.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      This standard is of particular interest to me considering the content we are focusing on for this class-- it is a CONVERSATIONAL model. So, I am still thinking through the best way to assess my participant's progress with the model using technology.
  • learning outcomes and expectations
    • Sherry Huffman
      Sherry Huffman on 10 Oct 11
       
      I need to continuously refer back to this one. What is the PURPOSE? What is the INTENDED LEARNING? Not, what cool stuff can I put online for my class...
    • Chris Mangrich
      Chris Mangrich on 17 Oct 11
       
      This is a reminder for me as well! I get excited about new tools and resources and sometimes forge ahead with using them BEFORE I consider what I want students to learn. I need to put that in "reverse"!
    • Cathy DeValk
      Cathy DeValk on 17 Sep 12
       
      So important that students and educators are on the same page--meeting expectations on both ends.
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Expected learning goals need to be the driving force when we design a course.
  • the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A)
    • misti linn
      misti linn on 14 Nov 11
       
      it makes sense that someone should have teaching credentials, I know this may sounds silly, but everything on the web cannot be trusted as true or credible, so should the person teaching the content have to prove or display their credentials somewhere?
  • Creates a safe environment, managing conflict
    • misti linn
      misti linn on 14 Nov 11
       
      I would hope that conflict could be kept to a minimum, but I suppose with some content or student groups, conflict could crop up. I could see this potentially happening with high school or college students, even though I don't think that other groups could be immune to it.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • misti linn
      misti linn on 11 Dec 11
       
      this is a must for 8th grade students who need to know how to use the Internet appropriately. i would hate to see students bully eachother in an on line environment that is supposed to be purely academic, not like facebook which is social
    • Staci Mangrich
      Staci Mangrich on 15 May 12
       
      All students need to know the expectations and be taught appropriate netiquette.
    • jendittmer
      jendittmer on 04 Feb 15
       
      I believe that this should be explicitly taught to all students.  I think that often times teachers think that students know what is appropriate and what is not, but I am not so sure that is the case.   
    • Carol Price
      Carol Price on 21 Mar 12
       
      #7: This is a very appropriate standard because teachers who teach online will have first been students themselves.
  • Has experienced online learning from the perspective of a student (SREB F.1, Varvel II.E)
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others (SRE
    • Carol Price
      Carol Price on 21 Mar 12
       
      #8: I wonder why no one selected this standard. One cannot enter a doctor's office today without being informed of one's privacy rights. It seems appropriate that an online teacher includes privacy rights and regulations in instructional content.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • Janell Wright
      Janell Wright on 17 May 12
       
      These seem to be a good hallmark for all instruction whether online or face-to-face
  • inappropriate student technological use
    • Janell Wright
      Janell Wright on 17 May 12
       
      With the rise of cyberbullying, I think that this becomes especially important. Instructors must find a way to ensure this is not happening with their students.
  • students with special needs or whom are language learners
    • Janell Wright
      Janell Wright on 17 May 12
       
      I think in some instances this could pose a real challenge. Not seeing students face-to-face could add to the challenges for these online learners with special needs.
  • Communicates assessment criteria and standards to students
    • Peggy Keegan
      Peggy Keegan on 21 May 12
       
      Communication is key when letting stduents know what your expectations are of them.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      Essential to student learning and monitoring student progress. Vital for formative assessment.
  • in order to stay current with emerging technologies
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      This is a tricky one. Who can keep up with the seemingly endless new technology tools? It's an important thing, though, to keep trying because new and better tools keep rolling in for us to possibly do our jobs even better with students.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds,
    • Mary Blaisdell
      Mary Blaisdell on 11 Sep 12
       
      I am beginning to get the picture that online instruction is one way we can do just this...meet the various needs of students. We are better able to differentiate because of the multitude of resources at our fingertips.
    • Janet Boyd
      Janet Boyd on 20 Sep 12
       
      It is important to select online sources that align and enhance the Iowa Core.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
  • Aligns assessment with course objectives
    • Janet Boyd
      Janet Boyd on 24 Sep 12
       
      Assessment is a big concern for me. It is so key to the learning. I just watched a TED video on online education by Daphne Koller called: What we're learning from online education. The have these huge online courses where they use peer assessments. Interesting if you have time to watch.
  • Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 4Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A) • 1Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and 1
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V) • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
    • barb jens
      barb jens on 22 Jan 13
       
      After having been on online student and now an instructor, you really have to learn how to teach differently. It seems that while you are planning a class you have to predict all of the possible instructions that a variety of learners may not understand. Since you do not have immediate feedback as you would with face-to-face instruction, you really have to be more deliberate. You also have to be checking your class to see how you need to differentiate to meet their needs.
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • 1 Has knowledge of learning theory appropriate to online learning, which may include (but is not limited to) age and ability level, multiple intelligences, didactic conversation, student developmental influences, constructivism, behaviorism, cognitivism, connectivism, and group theory (Varvel V.A)
  • Understands the differences between teaching online and teaching face-to-face
    • denise carlson
      denise carlson on 03 Feb 15
       
      Certainly and important bullet point! However, from personal experience, I would say this happens over time. The more online learning/teaching experiences you have provide you with clarity regarding the differences in these two teaching venues. I think I learned as much about great and not-so-great online teaching from my experience as an online learner as I did from my few experiences as an online instructor. 
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • russelljohanna
      russelljohanna on 15 May 16
       
      I think it is an important point that quality teaching, even online, requires the teacher to respond to data. A course cannot just be packaged. Quality teaching using data and FAs is the expectation. 
  • corporates social aspects into the teaching and learning process, creating a community of learners (ITS 6)
    • russelljohanna
      russelljohanna on 15 May 16
       
      Another important point, for me, is how important it is to create a community of learners. Students need to know each other, even if it is online. Quality learning doesn't happen in isolation because feedback challenges our assumptions.
  • Aryn Kruse on 29 Jun 11
     
    This seems to be exactly what we are trying to do.
  • ...7 more comments...
  • Bret Larson on 12 Jul 11
     
    Online Iowa Teaching Standards
  • Dirk Troutman on 22 Jul 11
     
    I feel this is especially important as many or my students have much more experience with learning on-line than I do. They may not have taken a course of study this way yet, but they are more familiar with gathering information with this medium than I have.
  • Lynn Hockenberry on 29 Sep 11
     
    I am very glad that I am taking a moodle course online before I am having my students do this because it allows me to see the stumbling blocks as well as the potential for expanded learning.
  • C Richardson on 02 Oct 11
     
    I am learning so much about what I thought I knew about online learning and how it's actually occurring. I appreciate the fact that I can access prior assignments, information and tutorials to refresh and clarify my learning.
  • misti linn on 14 Nov 11
     
    online teaching standards
  • Kristin Shelton on 13 Apr 12
     
    There is a delicate balance of what tools to use and how to utilize them so all students can achieve. It is important to use tools that help students further investigate and gain a deeper knowledge of the subject.
  • d YM on 24 Sep 12
     
    I can so relate to this standard whenever i am navigating the waters of change. It is always exciting to entertain new ideas and to learn about different approaches, but such is not without a bit of stress. Recognizing that transitions aren't always clean or easy helps me move forward.
  • jendittmer on 04 Feb 15
     
    online teaching standards
  • bdowney on 01 Nov 17
     
    Learning needs to be continuous and with variety. A teacher needs to experience what it is like to be a student periodically to continue developing and renewing the skill of empathy.
lisa rasmussen

ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views

moodle.aeapdonline.org/...view.php

shared by lisa rasmussen on 16 Jun 11 - No Cached
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.)
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      You hit the nail on the head.
    • Maryann Angeroth
      Maryann Angeroth on 13 Oct 11
       
      What role does homework have in formative assessment?
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Our administrators are telling us to do more formative assessments, they are also treating it like a noun.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      These courses have helped me recognize the difference in using the formative assessment as a "process" rather than a type of test. It makes a big difference in when and why a teacher uses the strategy.
    • Perry Bekkerus
      Perry Bekkerus on 16 Nov 11
       
      Ours are as well. I think formative assessment is any kind of data that helps a teacher decide what to do next in the classroom. For instance, as a music teacher, I can listen to kids sing a particular passage as a formative assessment; if they all sing it well, they are ready for another passage. If no one is getting it, then I need to slow down the passage until they have a better handle on it. If some are getting it and others aren't, then I usually try to improve another aspect of the passage (dynamics, diction, etc.) so that the strugglers get more practice on the pitches without boring the kids who already know the notes. In essence, by differentiating, I kill two birds with one stone. The formative assessment (i.e. listening to them sing it the first time) is the crucial piece here...if I just assume that they know it (or don't know it), then I have made assumptions about their background knowledge. That is the purpose of formative assessment: an assessment that formulates some further action or inaction.
  • there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 21 Jun 11
       
      Teachers don't want to know the theory and research behind a strategy...they just want the strategy or strategies that will help them help their students. I'm not a science teacher but the book you refer to sounds like a great resource for science teachers.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Thanks for the resource.
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Peggy Christensen
      Peggy Christensen on 16 Jun 11
       
      This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Throught my work with Margaret Heritage and the Iowa Core, I found this to take much more time than I thought it would. I am still learning about how to write clear learning goals and success criteria. Practice will eventually make perfect, but I have a long ways to go!
    • jalfaro
      jalfaro on 26 Jun 11
       
      The first principal I worked for required that all of us clearly post the learning objectives for the day or week on our white boards. He wanted the students to know at the beginning of class what the goal was for the day and what they were expected to do. Transparency shows that we'd thought about our lesson and that the students were a part of the equation. Thinking back to my own education, I know there were too many moment when I was left wondering what we were really trying to do and why it was important!
    • Dirk Troutman
      Dirk Troutman on 22 Jul 11
       
      Any lesson or course with clear learning objectives will be a success, any without it is unlikely to succeed.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Is it really just a matter of "communicating" goals and criteria to students? Wouldn't students benefit from being involved in the process of identifying goals and criteria?
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      Purpose for the lesson and outcomes for the students (what they will be able to do).  The students need to understand what they will be learning and how they will show it (rubrics).
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      Also we need to communicate as instructors with our students as to how what they are learning applies in their "real" lives.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      A technique that I have used lots when starting a new topic is to ask the students what they hope to gain from it. That helps me call their attention to specific spots when we learn the new info. It also gives me their language, so I know better what words to use so they will be able to understand the concepts by connecting them to what is already familiar to them. It's powerful, especially when they see me referring to the list to see if we have met everyone's goals.
  • ...64 more annotations...
    • Cheryl Merical
      Cheryl Merical on 16 Jun 11
       
      The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I would agree. Most often I think of "informing instruction" as helping the teacher and do not look at "informing learning" as part of the process to help students.
  • used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I hate to say it; but we were using formative assessment long before the conference that defined it came about...but we can all work on improvement.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I agree that teachers are (were) very good at using formative assessment. Sometimes I wonder if when the standardized and accountability measures were put in place, teachers stepped away from their good prtactice because someone else was telling them that NCLB was the "real" measurement. Maybe we lost something?
    • David Olson
      David Olson on 18 Oct 11
       
      I like that this definition is to provide evidence. This shows we are really doing it.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • Cheryl Merical
      Cheryl Merical on 17 Jun 11
       
      Again, so important to include the student in the process, which is something that is often overlooked.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      With user friendly, clearly stated targets for the students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Giving students time to reflect and learn about themselves.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      It would be appropriate to add one more thought to this sentence: rather than teachers merely sharing learning goals, students should be involved in determining their goals.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Haven't we learned that using rubrics to share expectations for students aids in learning. I've been learning the SINA process this past week. One of the focuses of the school in this process was making sure students and also parents knew and understood the standards and benchmarks used in their instruction. Sounds like they chose something that will increase student achievement!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      All important to involve the students; they can't just sit and absorb learning they have to actively particiapate in all facets!
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      For "experienced" teachers it is a big shift from the teacher-controlled lecture to student-led learning. It is exciting to see the students actively engaged, but hard at first to "facilitate" and utilize the "teachable moments". It requires extra preparation, constantly evaluation of habits, and patience to wait for students to take ownership of the discussions and learning.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with Kathy - having the students involved in helping to set the learning goals would be great! Either way, having the students clued in to what the learning goals are is a big step to help them sort out the important pieces.
  • Learning progressions describe how concepts and skills build in a domain
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      This section makes me think about the Iowa Core and how it really builds from kindergarten. Teachers are often made more aware of how a skill is "built" from the ground up.
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Lori- the Iowa Core needs to be in the front of our thought process! :)
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      Our biggest Iowa Core question may be, who develops learning progressions. Given the amount of time they take to develop, how can the state/AEAs/LEA work toward accomplishing this very important task?
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      We have done some learning progression work as a state through some of our state content teams, but much more needs to be done in light of the Iowa Core and a broader audience needs to be involved.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Learing progressions must be understood by all teachers. Margaret Heritage talks extensively about this being a major problem. If teachers don't understand these progressions, they won't know how to go backwards or forwards if students don't understand or have mastered concepts. IC helps some with this, but not perfectly.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I feel like we barely got started with this process at our last meeting. I hope we spend more time on it, as I feel that learning progressions are an important part of formative assessment, and we may not get the results we want without them.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      We have spent a lot of time talking about who should develop learning progressions. In our district we use the phrase "unpacking the standard". We go back and forth. In some cases, it seems as though the teacher and student should own that learning. But sometimes, teachers, particularly in the elementary school where teachers are more generalists, they do not have the depth of content knowledge to develop rigorous learning progressions.
  • Descriptive
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      I also think of the word "constructive."
    • terri lamb
      terri lamb on 21 Jun 11
       
      Constructive would be a great addition to this and is implied but should be evident.
  • Helping students think meta-cognitively
    • Lori Pearson
      Lori Pearson on 20 Jun 11
       
      Many points in this article are connected to not only effective formative assessment, but also in the bigger realm of effective instruction.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      Totally agree - we need to teach students to intuitively know when and how to use a variety of learning and/or problem solving strategies. Schools need to focus on 1 - 2 strategies in every content area (Cornell Notetaking or Kansas Strategies) so the students really apply every day the learning strategies to help them learn all content, vocabulary, etc.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students have to 'see' the value in learning. If they are accountable for their own, it'll have much more meaning to them.
    • Jessica White
      Jessica White on 16 Oct 11
       
      Yes, that metacognition piece is so vital. Students really need to start thinking about their thinking.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I agree with all of you. Effective instruction means knowing where your students are. Formative assessment is one of the main ways that you know that. It's difficult to imagine truly effective instruction without formative assessment.
  • process used by teachers and students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      I agree. When students take ownership of their own learning, there are so many more positive results.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Thinking of formative assessment as a process is helpful for me. Like the writing process, it needs to become a highly personalized and organic activity for every teacher.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      I agree that it is a process, an on-going instruction that provides feedback. In one of my other classes, there was a lot of discussion about how the Google calendar allows us to use formative assessment and allows us to better know our students. I think the confusion was because they think we have to have a completed project to assess when in reality, all we are assessing is the 'process.'
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      The word "process" should be bold and scream out at us, as a reminder that assessment is not a one-shot deal, yet how often is that the case? We do ourselves and our students a disservice if we base our assessments on a single observavation or task.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      yes, I think of the research process absolutely needing formative assessment embedded throughout the process. Too often, students proceed through a research project, getting all the way through to the final product with no feedback and then both the teacher and the student are disappointed by a poor grade. With formative assessment embedded within the research process, students are given the opportunity to gauge their own progress and success and make adjustments as needed. End result - a positive experience for both teacher and student.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Must agree with others on the use of the word "process". As a district administrator, I often hear about students being over-tested. The possibilities of assessments being used formatively AND/or summatively is a process. Not everyone has made the shift.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Amy, I love your comment on Google calendar! I truly think you nailed it on the head with your response. Verbatum I agree with you 100% and hope that things start backing the process rather than an assignment.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I have heard some look at formative assessment as a product or test vs. the broader "interactive process."
  • partners
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      Working as partners allows us to model better for our students and they to model for each other.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      And the teacher has to work on modeling so that the students can best see how this works. The culture of the classroom is something that must be nutured, it does not always occur naturally.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      I have found that teachers do not like to be vulnerable and have someone critique their teaching. The team must first establish trust with the peers they will be working with and understand that it is not to critique but to share ideas for improving teaching and learning for all.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Collaboration is a difficult thing to create, because it takes the entire crew to effectively do so! 
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      The AIw process has a perfect venue to allow teachers to score each others instruction based on a series of rubrics.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      The trust factor between teachers and students is so important to establish the partnership.  But it is hard to maintain classroom management and show vulnerability.
  • sense of trust between and among students
    • Denise Krefting
      Denise Krefting on 20 Jun 11
       
      This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      The classroom culture is set by the teacher - a place where there is mutual respect, only use positive statements, encourage one another to do and be their best at all times, confront and discuss obstables, and have rules posted for working together so all students know what behavior is exptected of them.
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is so important to build that trust and sense of teamwork. In choir, it may have been easier to see how we all needed to support and encourage each other, since the end result, the choir sound, included the sum of all members. A complicating, but perhaps helpful factor in a choir is the multiple grade levels represented. I always assign older, more experienced students and mentors for younger students. Most of the time this has worked well to build a team spirit within the group. The students do critique themselves and each other live and through recordings. Emphasis is always placed on encouraging and positive criticisms.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The sense of trust among students must come from a teacher who models this in the classroom on a regular basis.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      This is what seems to be most often missed--using the feedback to adjust both teaching AND learning.
    • Cindy Blinkinsop
      Cindy Blinkinsop on 20 Jun 11
       
      We've had Lead & Learn out several times over the pasts three years to present to Data Teams. Consultants were assigned to buildings to work one-on-one with building Data Teams as well. It is a new concept for most of us - using data to drive instruction. Through the help of their awesome materials, our Data Team uses their 5 step process to collect and evaluate student data.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Oh, Cindy! I'm so glad you mentioned those data teams (since we've been trained for the past 3 years). Data really is a key to classroom success...too many teachers just keep teaching even though students are begin left behind. Universities need to do a better job training new teachers how to NOT teach the way we've been teaching for the past century.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I whole heartedly agree here. Too often I see this happening. It is amazing have often both teachers and students have been turned into technophobes in classrooms. I still have some students that dread doing things on the computers and all but refuse to do things with technology because they've never done it any other way.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      The word adjust is a huge word in this definition as well. Formative assessesment allows us to make changes in our teaching if what we are doing isn't having the desired result. These past two years I've spent a little time learning about the General Education Plan. If one intervention doesn't work, we need to adjust or change what we're trying. I think this is difficult for teachers as well. We get inpatient and we want to see results sooner rather than later. Yet, we need continue adjusting our instruction using the data to drive our teaching.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Change instruction...that is what is missing!!!! Not just putting it into the grade book and moving on.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      I am in agreement with most on the point in the past teachers see the data, but keep on teaching "to cover the content". We are beginning to recognize the need to change but it requires a change in techniques and mental approach. Similar to letting Standards drive what is taught instead of the lessons identifying which Standards are covered.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      If teachers would use the feedback to adjust their instruction, I believe we would have fewer frustrated students! These two parts of the definition--process and using feedback to adjust teaching--are critically important in the whole school improvement process.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This issue of ongoing adjustment is such a powerful concept.
  • integrated into instruction
    • Linda Hoobin
      Linda Hoobin on 20 Jun 11
       
      My big learning in my study of formative assessment is that it must be planned, even informal assessment must be planned.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I agree. Purposeful teaching leads to better teaching and more learning by students.
    • Peggy Christensen
      Peggy Christensen on 27 Jun 11
       
      This was an ah-ha for me too. It was during our Every Learner Inquires meetings that I first realized this. I worked with a teacher who write down the key questions he wanted to ask students during the lesson I observed him teaching. He addressed all the questions he had listed. However, just remember that you don't need massive quantiies of quality questions. A few well-thought out questions can go a long way.
    • Deb Versteeg
      Deb Versteeg on 13 Jul 11
       
      Peggy, I appreciated your comment about just needing a few well-thought out questions. As educators we tend to overplan, which is fine, but we need to pull back the reigns when extended questioning etc. just isn't needed for thelearning to occur.
    • Mark McGaffin
      Mark McGaffin on 12 Oct 11
       
      My district has worked extensively with teachers to identify a purpose and the measures we will use to assess their progress.  These key questions can be the measures along with a number of other strategies.  I agree that many teachers over plan, we need to realize it that some students will not get it and that we need to plan for some enrichment opportunities during the lesson.  This will help students stay on track.
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      I agree that planning is important. Formative assessment must be a deliberate part of instruction.
    • Becky Hinze
      Becky Hinze on 14 Oct 11
       
      Integrated into instruction.....not taking away from instruction to teach!
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      It is so important that it be a part of the instruction process, and that students be informed of the importance of their role in this process.
  • the individual students.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      And that's where differentiated instruction comes in, as well as differentiated assessment!
  • Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      Explicit and communicate are the two words that jumped out at me in this sentence. Teachers need to be explicit and thoughtful with their planning and then students need to know what the intended goals are. It's hard to hit a moving target but if we do these two things our students should have success!
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, explicit and communicated expectations and criteria need to be given for the student to reach the intended goals.
    • denise carlson
      denise carlson on 27 Jun 11
       
      In my work I'm frequently puzzled by the number of teachers that do not embrace the importance of clearly communicating expecations to their students
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I also agree that criteria should be clear, otherwise a student does not know what direction they are heading.
    • Tim Brickley
      Tim Brickley on 17 Oct 11
       
      I think that sometimes the criteria and expectations are clear in my head but it is the communication that doesn't always follow through.  This happens to me the first time I assign a project or paper.  I learn after that first time.
  • Students then need time to reflect on the feedback they have received to make changes or improvements.
    • Sandy Kluver
      Sandy Kluver on 20 Jun 11
       
      I think it's easy to hand back our papers with our feedback on it and then we move on to the next topic. But we need to go one step further and ask students to think about how they can improve the assignment based on the feedback. This might just be a quick write to get the students thinking about improving their learning.
    • terri lamb
      terri lamb on 21 Jun 11
       
      I agree, we often don't give time for this and it is an important process.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      I also agree. And if a student hasn't mastered a skill/concept how (and why) would a teacher want to move on to a higher level skill?
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      An art portfolio with past work shows this growth, but students need to be shown what to look for.
  • about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
    • terri lamb
      terri lamb on 21 Jun 11
       
      Since improvement is the desired goal in formative assessment, this should be a priority.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Agree! And "disscussion or suggestions about what the student can do to improve" is key. Too many times students are given non-descriptive feedback and true learning and/or improvement does not occur.
  • that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers).
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      It is very important to remember that the interpretations of historical facts never happen in a vacuum, but always reflect the worldview of the interpreter. Our students need to learn to research the background of their sources and not just take everything presented to them at face value.
    • Cheryl Carruthers
      Cheryl Carruthers on 13 Oct 11
       
      The American Memory web site (Library of Congress) has many historical artifacts that can be used in such a process. Historical inquiry is so powerful when students are able to make the connections that Deborah mentions above.
  • Where am I going? Where am I now? How can I close the gap?
    • Deborah Ausborn
      Deborah Ausborn on 25 Jun 11
       
      Nice, concise questions for us to keep in mind as we plan objectives, goals, and formative assessment of the same.
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      These are great questions! Sort of like the 'so what and who cares' questions I keep in mind when planning curriculum. Why am I teaching this and how will my students use it?
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      These are awesome questions. I might have to make some posters!
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I agree that these are wonderful questions for anyone attempting to reach a goal. These questions are useful not only for feedback from a teacher but also provide a structure for student reflection
    • jalfaro
      jalfaro on 26 Jun 11
       
      We must respect our students and involve them in all of the past mysteries regarding teaching and learning. It should not be an I/you situation--"we" is the pronoun of choice for classroom success.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • jalfaro
      jalfaro on 26 Jun 11
       
      Too often we use "I" and "you" when we should be using "we."
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      This principle of being partners seems to start with the respect and trust of each role, (i.e., instructor and learner) in the assesssment process. If the process is interactive, then the teacher will be both instructor and learner as well as the student being instructor (during constructive feedback to the teacher) and learner.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      This is such a short paragraph with so many critical pieces in it! So much of what we know about how social/emotional factors impact learning gets shoved to the back of the agenda under the pressures of better test scores, etc., when it makes all the difference in the world, for exactly the reasons listed here.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      The person who has the biggest investment in the student's learning is the student. Students who understand this have the best outcome as life-long learners.
  • by realistic examples of those that meet and do not meet the criteria.
    • Cheryl Merical
      Cheryl Merical on 27 Jun 11
       
      Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      I sometimes use a college writing textbook with my students because every chapter has "professional" examples of the topic followed by two essays written by college freshmen. My "gifted and talented" students quite often attack the more realistic student essays. I have had some of the most interesting discussions as I push students to fairly and honestly identify the good qualities and areas still to improve in their own writing and in the writing of others.
  • Sharing learning goals and criteria for success with students, support
  • nvolving students
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Involvement--getting students to talk about what matters to them...how are they going to apply the lesson...asking them what else they might want to know1
  • appreciation of differences
    • Julie Townsend
      Julie Townsend on 27 Jun 11
       
      Showing students you appreciate their differences is a personality trait some teachers have more of than others. Cultivating this acceptance can improve the culture and climate of the classroom, and sometimes teachers can encourage with success, this trait in other teachers.
  • The teacher might first offer students a paraphrased version of that goal such as
  • n self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
    • Lisa Buss
      Lisa Buss on 17 Jul 11
       
      Students learn best when they are responsible for their own learning.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      This reminds me of the British expression "Mind the gap." This is a compelling argument, but I wonder about the simplicity of application. Is it feasible for a teacher to give "frequent feedback" of such a high quality that s/he is making sure that every students is in his/her zone of proximal development and then adjusting instruction accordingly. If teachers are to move away from industrialized models of education, then changes in the learning environment need to occur as well. I'm feeling like a Detroit auto executive in the late 1980s.
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Darin Johnson
      Darin Johnson on 29 Jun 11
       
      Should teachers ever grade peer feedback? Students flock around Student A because she gives in-depth and insightful comments to their work. Student B finds to comma errors and tells his single partner that the essay is "good." Should these students be evaluated? Should they evaluate themselves? Or is this just punishing them with rewards? (I can't think of the title that I'm attempting to steal here.)
  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I like the word collaborators used in describing the students in what we are working toward for all classrooms.
  • n addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • Amy Burns
      Amy Burns on 11 Oct 11
       
      I think we leave peer and self-assessment behind in the quest to accomplish all that is required in a 45 minute class period. There are so many online tools and formats that might fill the need for increased peer and self-assessment. Why not encourage backchannel reflections during a presentation? A site such as http://www.chatzy.com/advanced.htm might be one way for this to be accomplished.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Do you like Chatzy better than TodaysMeet?
  • in an eighth grade writing class the students are learning how to construct an argument. They are focusing specifically on speech-writing and have examined several effective speeches, both from prominent speech-makers in history and from previous years’ eighth grade students.
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      Like this lesson idea. I wonder what speeches they are listening to or viewing. I wonder how one can get these to share in class.
  • What can you do to improve or strengthen your opening paragraph?”
    • Joletta Yoder
      Joletta Yoder on 11 Oct 11
       
      This is a great way to give feeback on a weak element in writing because it causes interaction with the student, dialogue, reflection, and revision. One can be sure that with this simple question the student will revise and, in turn, grow as a writer.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I agree, this is a great questin for students to think about their work and revise it on thier own, without being told what to write.
  • purposefully planned
    • David Olson
      David Olson on 18 Oct 11
       
      The key si PLANNED, not just incidental
  • In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      This section brings to mind last week's discussion of rubrics - clear expectations expressed in student-friendly language. While I think of rubrics as guides for students, I also think of them as summative assessment tools. Is there a blurring of summative and formative assessment?
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      I think they can be blurred. Once the purpose of an assessment is identified, it can be used a number of different ways. ITBS can be formative if data is examined with a formative task in mind just as much as it can be summative. Not?
    • David Olson
      David Olson on 18 Oct 11
       
      Sometimes criteria is better than a rubric.
  • Learning goals and criteria for success should be clearly identified
  • 4. Self- and Peer-Assessment: Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
  • close the gap between students’ current understanding and the desired goals
  • goals
  • goals
  • goals
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I definitely think this is very important to look at in the big picture. There are school SMART goals that need reached as well as individual student goals. The two cannot be mutually exclusive and too often they are thought to be so.
    • David Olson
      David Olson on 16 Oct 11
       
      It should say best used by educators AND LEARNERS, since it is all about how students learn, as well as, how we teach
    • David Olson
      David Olson on 16 Oct 11
       
      and used by students, too.
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      Students are also important
    • David Olson
      David Olson on 16 Oct 11
       
      The importance of students is not mentioned
    • David Olson
      David Olson on 16 Oct 11
       
      Students are important also.
    • David Olson
      David Olson on 16 Oct 11
       
      Studetn involvement is important
    • Lynne Devaney
      Lynne Devaney on 17 Oct 11
       
      Students are important.
  • instruction. A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers
  • There are five attributes that have been identified from the literature as critical features of effective formative assessment
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      This outline of 5 attributes is very powerful! Easy for any teacher to get their hands around this. I could see PLCs spenind an entire year talking about even on eor two of these or a principal developing walk-through with these. Thanks for including this article in our reading.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      A former colleague had her students use MovieMaker to record messages to their parents for conferences. She reported that students were thoughtful and sincere as they described accomplishments as well as goal areas.
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      Students are not automatically reflective. Providing support and feedback to the student on how they are utilizing formative assessment makes sense.
    • Nathan Fredericks
      Nathan Fredericks on 12 Oct 11
       
      I think it is important to make sure that students have the structure and organization necessary to help assist their learning. The management piece of this cannot be forgotten.
  • students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • Kathy Hageman
      Kathy Hageman on 12 Oct 11
       
      Perhaps this would help students learn to provide better feedback to peers. Even after teacher modeling, many students have difficulty moving beyond superficial compliments to provide thoughtful, constructive comments.
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      This does take alot of practice for students.
  • two stars and a wish
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this idea! It seems like a good (friendly and safe) way for peers to evaluate each other. Since each student is required to give a "wish" nobdy should get upset about providing or receiving a suggestion for improvment.
    • Pam Buysman
      Pam Buysman on 13 Oct 11
       
      I like this as well. Phrasing can be so important. This puts everything in a very positive light. Instead of this is what you did wrong, the wish looks at what you could do better. The outcome is the same, however.
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I have seen this in action before, and it really does help the feedback to be constructive and not offensive.
  • non-threatening environment
    • Natalie Smithhart
      Natalie Smithhart on 12 Oct 11
       
      I like this part best! As early childhood teachers we understand the importance of a "safe" learning environmnet. Children need to feel secure in thier environment in order to be able to give and accept feedback and learn to the best of thier abilities! :)
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Have we taught students that feedback is punative and not for encouragement and to extend the learning/
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      I agree that this has to be established, first. I often encourage teachers to take those first couple of weeks of school to establish that atmosphere of trust--not just between the teacher and students, but also between students and students. Then the focus can be on learning!
  • Formative assessment is not an adjunct to teaching
    • Pam Buysman
      Pam Buysman on 12 Oct 11
       
      Formative assessment is essential to learning. It's something that is NOT supplementary or something that might be nice to do. Formative assessment imust be part of teaching and learning. Yet as I consider my educational career, it seems that formative assessment has become a buzz word in education only relatively recently. As we continue to look at ways to increase student achievement, formative assessment is something that needs to become a permanent part of our "educational vocabulary."
    • David Olson
      David Olson on 18 Oct 11
       
      It is part of teaching, and has been, but it is an important new focus, and is being explained more explicitly than ever before.
  • they monitor and take responsibility for their own learning
    • Judy Griffin
      Judy Griffin on 13 Oct 11
       
      Students have to take ownership of their learning, and learn to monitor themselves. It's hard for teachers to let go of the reins!
    • Jean Van Gilder
      Jean Van Gilder on 13 Oct 11
       
      I agree that is one of the most difficult things; as we like to be in total control.
    • Maryann Angeroth
      Maryann Angeroth on 14 Oct 11
       
      Maybe it is time to let the students do the heavy lifting.
  • should avoid comparisons with other pupils
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      This is a really important statement, as I still remember being compared (not favorably) to other students in front of the entire class when in 6th grade.
    • Kevin McColley
      Kevin McColley on 16 Oct 11
       
      Too often I see kids comparing themself to their peers and if we can get away from this and focus on an assessment that underlines what the individual child is doing and improving off of year-to-year showing this to the student hopefully they will get a sense of fulfillment in knowing their is growth in their cognitive development.
  • teachers and students receiving frequent feedback
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Sometimes feedback has a tendency to be one sided. It is good to see that both teacher and student should have feedback so that both can adjust.
    • David Olson
      David Olson on 16 Oct 11
       
      This two way feedback is really an enhancement of the Madeleine Hunter model and goes beyond just the teacher checking for understanding.
    • Jessica White
      Jessica White on 16 Oct 11
       
      I like that it is stated that formative assessment is not an adjunct to learning, but integrated. It is part of our instructional process.
  • the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria,
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      Just saying "good job" or "needs work" does not help a student. Specifics are important.
  • their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress
    • Deena Stanley-Dostart
      Deena Stanley-Dostart on 14 Oct 11
       
      I think that this ties in with a student centered classroom. Students are responsible for their learning and not just relying on the teacher to be the sole provider of feedback.
  • For example, students can work in pairs to review each other’s work to give feedback.
    • Natalie Smithhart
      Natalie Smithhart on 14 Oct 11
       
      I like this idea, students can learn a lot from providing postive or constructive feedback for their peers. I would think it also helps them improve their own writing when they learn ideas from their peers.
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      I agree. With the teacher's guidance this is one of the best learning environments.
  • determine how formative assessment may best be used by the nation’s educators.
    • Nancy Peterman
      Nancy Peterman on 15 Oct 11
       
      This states "best used by" tells me that it should be a useful tool that reduces the daily tasks of the classroom teacher and not documentation tasks that sit on the bookshelf.
  • informal observations
    • Judy Sweetman
      Judy Sweetman on 16 Oct 11
       
      Often the informal observations yield just as much information as the purposefully planned techniques. Walking around small groups and jotting down snippets of conversation gives a lot of information.
  • In the year following, the FAST SCASS and FA Advisory Group isolated the attributes that, based on the research and current literature, would render formative assessment most effective.
    • Lynne Devaney
      Lynne Devaney on 16 Oct 11
       
      Our district has been working with AfL for several years, but I have not had the opportunity to read this article before. It is great! Great synthesis and easily difenstible. Would love to (and intend to) use with principals and teachers.
  • itions of formative assessment and related research. The FA Advisory Group and FAST SCASS devoted substantial effort to clarify the meaning of “fo
  • the individual teacher
  • evidence
  • A teacher needs to have modeled good feedback
  • sufficient detail
    • Gary Petersen
      Gary Petersen on 18 Oct 11
       
      I often wonder how much I miss in my instruction or learning due to not enough specificity in many areas of the process. For examle, are the learning outcomes stated in enough detail; do the assessments provide enough detail, etc.?
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Gayle Olson
      Gayle Olson on 20 Oct 11
       
      I think this is important for the students to know, also. Some learning styles have a difficult time learning one piece unless they can see how it fits into the bigger picture. Helping the students understand how the short term goals all fit together would be so helpful for these students. And formative assessment is a great way for both teacher and student to make sure they are on track.
  • through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts
    • lisa rasmussen
      lisa rasmussen on 22 Oct 11
       
      These creative activities for students use so many excellent questioning techniques as students compare and contrast, and in the evaluation and synthesis of ideas.
Gina Rogers

ollie-afe-2021: Building a Better Mousetrap - 1 views

moodlesw.aealearningonline.org/...view.php

shared by Gina Rogers on 18 May 21 - No Cached
  • key qualities (also referred to as “traits” or “dimensions”)
    • cjd203
      cjd203 on 18 May 21
       
      In our class I think we have referred to these key qualities as performance indicators.
    • Gina Rogers
      Gina Rogers on 26 May 21
       
      yes, I have also thought of these as criterion, but performance indicators give some indication as to what high performance looks like.
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • cjd203
      cjd203 on 18 May 21
       
      Data that supports the idea of a student/ teacher partnership in assessment building leading to "deeper thinking" would be interesting to peruse.
  • An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
    • cjd203
      cjd203 on 18 May 21
       
      Succinct distinction between levels of scale in rubrics, allows for less subjectivity in assessment.
    • Gina Rogers
      Gina Rogers on 26 May 21
       
      This is hard to do for me in rubrics. Sometimes I find myself going to numbers (i.e. 3 peices of evidennce = 4, 2 pieces of evidence = 2, etc) but that is not good. I like the example that is given here, it just takes so much time to come up with all of those distinction levels.
  • ...17 more annotations...
  • indirect feedback from the quality of their work
    • cjd203
      cjd203 on 18 May 21
       
      Good point to consider! Quality of work could be a result of unclear expectations/objectives.
  • The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning.
    • pnbolton
      pnbolton on 18 May 21
       
      I try to create my rubrics to be in student friendly language that my students can refer to for clear guidelines and directions! I want them to know what they need to show/ what they are being assessed over!
  • serve as guidelines
    • pnbolton
      pnbolton on 18 May 21
       
      I like the term guidelines, so when my students ask "What are we doing?, what's supposed to go here?, etc." I can say lets look at the rubric and see what it says or what are the guidelines needed so they can refer to it!
  • formula
    • pnbolton
      pnbolton on 18 May 21
       
      There are some students who thrive in being creative and making their own path, but I also have students who want to know the number of words and number of sources and they thrive in the "formula" of the rubric.
    • jhash84
      jhash84 on 23 May 21
       
      I run into a lot of that. Students just want to know what they are supposed to do and will not go outside the box to think or create above and beyond.
  • You can adapt a rubric—
    • pnbolton
      pnbolton on 18 May 21
       
      I love using FCCLA rubrics that have been created for FCS and if anything it gives me a good starting point! No need to recreate the wheel!
    • brippentrop-nuss
      brippentrop-nuss on 24 May 21
       
      I often try to find a rubric that fits the criterial I'm look to assess. I've never thought to look at something like the FCCLA rubrics but that sounds like a great starting point. I agree with you 100% that there is no need to reinvent the wheel and you can always modify them just a little if needed.
  • ment
    • jhash84
      jhash84 on 23 May 21
       
      I feel that if I give the students to rubric before they actually work on or get ideas on what to do for a project, they will only work to a certain level to get a certain amount of points.
    • ceberly
      ceberly on 23 May 21
       
      I appreciate you sharing this perspective. I was always the kid who wanted ALL the points
  • self-assessment
    • jhash84
      jhash84 on 23 May 21
       
      Students that want to go above and beyond when working on a specific project will do this and it is a great tool to be able to gage what it is they are wanting to accomplish and how much better they can do beyond what is expected of them.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • ceberly
      ceberly on 23 May 21
       
      I would think the same would be true for an English Language Learner at the elementary or high school level
  • Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • ceberly
      ceberly on 23 May 21
       
      I might have to check out this study. Very interesting that they note gender as a factor
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      I agree! It is a generalization that females acquire language skills quicker than males but I have never heard of this type of data.
  • “on what students have actually learned rather than what they have been taught,” the South Dakota School of Mines and Technology in Rapid City is using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      I find it refreshing that a college is interested in what students really know. I would love to see a similar practice created for high school.
  • we ought to illicit student input when constructing rubrics:
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      I've heard this many times but have never done it. It makes sense but I have never put myself out there in this capacity. Mainly because I am not comfortable with creating rubrics myself.
    • brippentrop-nuss
      brippentrop-nuss on 24 May 21
       
      I would agree with this comment. My rubrics tend to turn into checklists and I've shied away from them the last few years. Maybe they'd be better at creating them then me?
  • Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      I get what they are saying here. What does this look like? How can it be described for students? If it can't be described or modeled (like in a think-aloud) then grading deep learning will always be subjective. In my experience, many teachers don't really grasp the effects of their grading practices until their own children experience subjectivity and other uncalibrated grading practices (points, categories, rubrics).
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      The use of the terms prescriptive and descriptive really struck me here. A good visual for me.
  • General rubrics can be applied to various assignments; for example, one rubric can be used to assess all of the different papers assigned in a freshman composition course. Specific rubrics, on the other hand, are particular to a given assignment
    • brippentrop-nuss
      brippentrop-nuss on 24 May 21
       
      The concept of general rubrics caught my attention because our school has said that next year we will be working on general rubrics for various classes to use. This way students will hopefully connect ideas across curriculum. I wonder how this is different than teaching to the test when we are all using the same rubrics?
  • help the student with self-assessment
    • brippentrop-nuss
      brippentrop-nuss on 24 May 21
       
      This is one of the strongest using rubrics I can think of because it can guide students. I do think this could also be used a peer assessments to help even further achievement. If a peer can assess and give feedback according to the rubric that also can be a powerful tool.
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • Gina Rogers
      Gina Rogers on 26 May 21
       
      I totally agree with this point. The rubric is only useful to the student if they understand the performance indicators. That is why it is so important to put the rubric in student-friendly language.
  • A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews)
    • Gina Rogers
      Gina Rogers on 26 May 21
       
      I have had this experience with student writing. I feel like when I give them a rubric, I get back cookie-cutter essays that sound and look the same.
mcairney

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  • illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      I think that co-constructing rubrics or having students tweak rubrics once they have experience working with them could be valuable. It adds that metacognitive piece for students.
  • we ought to illicit student input when constructing rubrics:
    • dulrich
      dulrich on 17 May 21
       
      Co-constructing rubrics helps provide the metacognitive piece for students.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      It helps students take ownership of their learning which really can help with personal goal setting and achievement.
  • they can be designed with dimensions describing the different levels of that “deep learning”
    • dulrich
      dulrich on 17 May 21
       
      An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.
  • ...26 more annotations...
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • dulrich
      dulrich on 17 May 21
       
      I think the rubric along with exemplars could be helpful. It might be easier for some students to understand and use the rubric if they see products at a variety of levels.
    • Janet Wills
      Janet Wills on 17 May 21
       
      I know students do better when I show them examples- and examples from several levels, but I never seem to remember to do it until it's too late :-(
  • To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,
    • dulrich
      dulrich on 17 May 21
       
      This will be a big focus area for our professional development next year. I suspect we will need a little Rubric 101 time to help staff get on the same page.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments
    • Janet Wills
      Janet Wills on 17 May 21
       
      The key phrase is well-defined here
    • lizmedina
      lizmedina on 18 May 21
       
      That is exactly what stood out to me too!
  • rubrics can help the student with self-assessment;
    • Janet Wills
      Janet Wills on 17 May 21
       
      if students can self-assess and then revise BEFORE the teacher even sees their work it'll be more meaningful
  • withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
  • most state issued rubrics used in secondary school standardized testing are poorly designed rubrics
    • Janet Wills
      Janet Wills on 17 May 21
       
      a good rubric should help the teacher and the student
  • ubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies,
    • Janet Wills
      Janet Wills on 17 May 21
       
      this seems pretty key-- teachers should be able to adapt strategies to the needs of the students
  • most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment
    • lizmedina
      lizmedina on 18 May 21
       
      guiding the dependent learner to the independent learner is key, helping students apply their knowledge to the assessment is so important in enabling a student
  • the criteria must be made clear
    • lizmedina
      lizmedina on 18 May 21
       
      Indeed, having meaningful conversations so students fully understand the expectation and the tools they have to accomplish said expectation sets them up for success and greater understanding
  • When students are full partners
    • lizmedina
      lizmedina on 18 May 21
       
      This also builds their student-teacher relationship allowing teachers to have more meaningful conversations of student learning with the student
  • Well-designed rubrics,
    • lizmedina
      lizmedina on 18 May 21
       
      Again, the key is a well-designed rubric with learning and edifying in mind not grading
  • the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • ajmoss80
      ajmoss80 on 19 May 21
       
      The importance of having criteria stated in such a way that it is specific, yet student friendly.....
  • student-generated rubrics,
    • ajmoss80
      ajmoss80 on 19 May 21
       
      I think this is a great idea and one that I wished I would have tried during my time in K-12 education. One hurdle I see with this is that the student needs to have a clear vision of what the outcome should be. Perhaps exemplars are used for the purpose, without stifling student creativity? Without a vision for the outcome, how can a student suggest grading criteria in a rubric?
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor
    • ajmoss80
      ajmoss80 on 19 May 21
       
      I felt that I would fall into this trap when developing rubrics for my students. For example, for our HS Chemistry lab reports, I felt that I was "nickel and dime-ing" students to death on minutiae according the the rubric while missing out on the big picture altogether. Eventually I scrapped the rubric.
  • A holistic rubric
    • ajmoss80
      ajmoss80 on 19 May 21
       
      Yes! I feel that this gives me permission to use "holistic" rubrics. They have their shortfalls since they don't provide as much detailed feedback. But I feel validated that they do have a time/place when they can be appropriately used.
  • “Meaningfully” here means both consistently and accurately
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      I really struggle with "fluffy" words like "meaningfully" AND I really wanted to say what the green highlight already said, so here I am giddy about the definition of meaningful. :)
  • So, when we discuss scoring or grading rubrics in the Teaching Center, we are talking about a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment, a system which some educators see as stultifying and others see as empowering.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      I would also add that my district uses rubrics as a way to unify our grading practices across the district. This year, we have seven 8th grade teachers, so having rubrics we all use is very helpful for consistency.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • mhoekstra86
      mhoekstra86 on 24 May 21
       
      Could this be resolved by simply allowing our students to help build the rubrics?
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom.
    • travisnuss
      travisnuss on 24 May 21
       
      This would be something I would do, I would make sure I jumped through the hoops to get the best score even if it meant not completing the assignment as intended. Honestly, not only do I struggle to use rubrics as a teacher, I very seldom look at a rubric if I have one ahead of time or afterwards. I usually complete the task and hope for the best.
  • is more efficient and the best choice when criteria overlap and cannot be adequately separate
    • travisnuss
      travisnuss on 25 May 21
       
      I feel a holistic rubric might be easier to use in a mathematics classroom compared to an analytic rubric.
  • critics claim that rubrics, in effect, dehumanize the act of writing
    • travisnuss
      travisnuss on 25 May 21
       
      A lot of talk about how rubrics work with writing. How about using rubrics in a mathematics classroom? Should a rubric be used for each problem or should it be used to assess and give feedback for the whole assessment?
  • general rubric does not have to develop a new one for each assignment
    • travisnuss
      travisnuss on 25 May 21
       
      Just sounds easier and less time consuming if it can fit most assignments. Not sure all general rubrics however can be used for all assignments/assessments.
  • accurately measuring
    • mcairney
      mcairney on 25 May 21
       
      I think rubrics still are written to be very gray. Students may still have a hard time knowing exactly how or what is needed to be graded as proficient.
  • However, for the student to successfully
    • mcairney
      mcairney on 25 May 21
       
      I would argue that students also need practice using a rubric to measure against examples. A consensus should be reached within the class and discussions should be had around what the critera mean and examples of what it would look like.
  • specific
    • mcairney
      mcairney on 25 May 21
       
      I love single point rubrics for more specific rubrics. I think they are much more clear about what students need. They have it or they don't.
  • colleague
mhoekstra86

ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

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shared by mhoekstra86 on 25 May 21 - No Cached
  • during the teaching/learning process
    • lizmedina
      lizmedina on 25 May 21
       
      This is key in the teacher/learner relationship, it is an active ongoing process allowing the student to grow from a dependent learner to an independent learner
  • involve both teachers and students.
    • lizmedina
      lizmedina on 25 May 21
       
      Absolutely, it is a shared learning process
  • Learning progressions
    • lizmedina
      lizmedina on 25 May 21
       
      Using the learning progressions in this course has been helpful in being more intentional on how I structure and scaffold my assignments. They have been eye opening and useful!
  • ...18 more annotations...
  • students will know
    • lizmedina
      lizmedina on 25 May 21
       
      Definitely a learning partnership
  • bona fide partners in the learning process
    • lizmedina
      lizmedina on 25 May 21
       
      This is a point we are currently working on with our staff through Culturally Responsive Teaching
  • during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals
    • Gina Rogers
      Gina Rogers on 27 May 21
       
      This really sums up two of the most important aspects of formative assessment for me: formative assessment should happen during the course of instruction and teachers should make adjustments to their instruction based on students performance on formative assessment.
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Gina Rogers
      Gina Rogers on 27 May 21
       
      This is the single most important part of the learning progression learning that we have done. When you find the sub-skills that are needed for students to get to the large skill, you know where and what formative assessments need to be built in. It also helps you stay focused on what the formative assessment should be actually assessing. This helps you keep the formative assessments short and focused and makes the feedback manageable.
  • This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria
    • Gina Rogers
      Gina Rogers on 27 May 21
       
      This is a really great practice. Write the learning intentions (targets) in student-friendly language and then provide students with a model of mastery (an non mastery).
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process
    • Gina Rogers
      Gina Rogers on 27 May 21
       
      I think this is a great summary of what a student-centered and learning-driven learning environment might look like. Formative assessment can support these descriptors because it helps students know where they are in relation to the learning objective. It answers the, "How am I going?" bit of Hattie's three questions that students should be able to answer about their learning, "Whrere am I going?, How am I going? and Where to next?"
  • then provide several examples of critiques of political essays
    • travisnuss
      travisnuss on 28 May 21
       
      I think providing examples and going through those examples to examine strengths and weaknesses is a must for formative assessments to help students self-assess their own work.
  • . Specific, timely feedback should be based on the learning goal
    • travisnuss
      travisnuss on 28 May 21
       
      I struggle with this. I know I need to do a better job at providing feedback to the students, but I get overwhelmed with the amount of time it takes to give the feedback to each student. End up resulting in marking right or wrong on formative assessments, etc.
  • Formative assessment is a process that directly engages both teachers and students
    • travisnuss
      travisnuss on 28 May 21
       
      Something else I need to figure out how to do a better job of in my classes is including the students in the process of self-assessment.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • travisnuss
      travisnuss on 28 May 21
       
      I really like this statement. Feel to many times we try to not recreate the wheel when we hear something works for one teacher, we feel we can just copy the method and do it the same way in our classes rather than tailor it to our needs. In the end, what we think will end up saving us time, actually costs us more in the long run.
  • teachers must first identify and then communicate the instructional goal to students
    • ajmoss80
      ajmoss80 on 30 May 21
       
      I think this is very important -- teachers must share with their students what is to be learned in a direct fashion. This is often done with a daily objective placed on the board, or something similar.
  • Helping students think meta-cognitively about their own learning
    • ajmoss80
      ajmoss80 on 30 May 21
       
      This is a really effective teaching practice that I would like to become better at! Getting students to think about their thinking is a very powerful tool.
  • classroom culture characterized by a sense of trust
    • ajmoss80
      ajmoss80 on 30 May 21
       
      This classroom culture is so important; it is interesting that having a trusting culture yields better student learning outcomes!
  • Alternatively,
    • ajmoss80
      ajmoss80 on 30 May 21
       
      I like the offering of different ways to encourage student self- and peer-assessment. It doesn't have to just be based on a rubric. I could get much more creative in how I facilitate this process.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • mhoekstra86
      mhoekstra86 on 01 Jun 21
       
      I believe this is a point many teachers can forget. A formative assessment does not need to be formal. If proper documentation is kept, you could even consider a conversation with a student to be a formative assessment.
  • The students must be actively involved in the systematic process
    • mhoekstra86
      mhoekstra86 on 01 Jun 21
       
      I fall short here. I want to build some type of transparent framework for my units my students and I can view together with the student being the one to maintain their progress.
  • Creating such a culture requires teachers to model these behaviors during interactions with students
    • mhoekstra86
      mhoekstra86 on 01 Jun 21
       
      Once again, showing by example wins the day!
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • mhoekstra86
      mhoekstra86 on 01 Jun 21
       
      I have REALLY loved giving personal video feedback this year with virtual students. I can show them exactly where I see concerns as well as celebrations and can easily relate different points in the product to each other since I have the freedom to scroll up and down their work. It also allows me to add in personal tone to my feedback.
jhash84

ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

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  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • dulrich
      dulrich on 25 May 21
       
      What is the saying.... Culture eats Structure for lunch. If your class doesn't have the collaborative culture in place the structural changes you want to make in feedback will be less effective.
  • In addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • dulrich
      dulrich on 25 May 21
       
      It takes time to develop the class culture for self and peer feedback, but it provides students with so much more information than just waiting for instructor feedback. Helping students think meta-cognitively is huge, especially when looking to close gaps.
    • cjd203
      cjd203 on 27 May 21
       
      Your idea of building culture/structural supports through collaboration and sharing is key! It allows for self-assessment through reflection and metacognitive analysis. To get students to really dig in and think about their learning through shared experience is the name of the game.
  • Where am I going? Where am I now? How can I close the gap?
    • dulrich
      dulrich on 25 May 21
       
      All three of these are important for effective feedback. I think that is probably more emphasis on the "Where am I now?" aspect than the other two points.
  • ...24 more annotations...
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • cjd203
      cjd203 on 27 May 21
       
      I think the term "during" is the important to key in on this statement. Formative assessment helps us keep a pulse on learning as it is happening along the way. Although summative assessment is often referred to as more high stakes, formative assessment is equally if not more important. By the time you get to the summative part of a unit it is often too late to help support students working towards mastery.
  • There has been substantial interest in formative assessment among U.S. educators during recent years. Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • cjd203
      cjd203 on 27 May 21
       
      I am curious as to how often my classmates formatively assess student learning? Would you say daily, weekly, monthly? Anybody have any formative strategies that work well for them? I have had success w/ the thumbs up, down and sideways strategy...
    • Janet Wills
      Janet Wills on 27 May 21
       
      I do formative assessment at least weekly-- one big revelation I've been working with is that formative assessment doesn't have to be big and fancy;it just needs to show the level of understanding kids are at
    • mcairney
      mcairney on 01 Jun 21
       
      You are probably formally assessing every day. It doesn't have to be 'formal' or planned. But I imagine that each day you are gathering information that will help to drive your instruction for the following day.
  • during
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • cjd203
      cjd203 on 27 May 21
       
      Modeling what positive & constructive feedback looks like is something to definitely consider when implementing peer review in the classroom. Getting started with the process of peer review/collaboration in terms of students knowing what to do and not to do allows for safety in the process and help build a classroom atmosphere that can be engaging and student driven.
    • brippentrop-nuss
      brippentrop-nuss on 27 May 21
       
      This makes sense if students have seen feedback modeled they would have an understanding of the concept and open to giving feedback to their peers and receiving it from peers.
  • opportunities for students to monitor their ongoing progress.
    • cjd203
      cjd203 on 27 May 21
       
      Allowing for student self-assessment in the learning process is HUGE! It can allow for reflection and encourage ownership in one's education.
  • involve both teachers and students
    • brippentrop-nuss
      brippentrop-nuss on 27 May 21
       
      This is an important concept to remember. I think many students are set in the mindset of school that learning is forgotten. Having the students be more involved might change the mindset that their opinions/thoughts do relate to what is being taught.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • brippentrop-nuss
      brippentrop-nuss on 27 May 21
       
      I agree with this statement. Questions that come to mind deal with time. How can we offer effective & detailed feedback in a timely manner to all of our students?
  • helping students to provide constructive feedback to each other
    • brippentrop-nuss
      brippentrop-nuss on 27 May 21
       
      Constructive feedback is sometimes challenging for students. It needs to be helpful not hurtful is the phrase I try to repeat when we do utilize peer feedback. It is also interesting for me to see what kind of feedback they give each other. I can make adjustments or clarifications for future activities.
  • The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Janet Wills
      Janet Wills on 27 May 21
       
      can be as simple as 'reading the room'
    • pnbolton
      pnbolton on 31 May 21
       
      That is one thing I struggle with my online learners, if they don't advocate and speak up that they may be confused and their camera is off I am missing the opportunity to physically see if students udnerstand/struggling.
    • mcairney
      mcairney on 01 Jun 21
       
      I can see how that can be a challenge. I have had participants finsih a course and THEN tell me that they found the platform and technology challenging. But it's so hard to help if the communication isn't working between you and your students.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • Janet Wills
      Janet Wills on 27 May 21
       
      don't keep things a mystery for students to guess at!
    • mcairney
      mcairney on 01 Jun 21
       
      How much time is wasted with students guessing at what teachers want from them? And then grading it and saying--this isn't what I was looking for!
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • Janet Wills
      Janet Wills on 27 May 21
       
      everyone benefits if students can do self-assessment!
    • Stephanie Monahan
      Stephanie Monahan on 30 May 21
       
      I wholeheartedly agree. Whether students actively take pat in self-assessment varies greatly depending on the level of course I'm teaching. I have many students that just want to know the amount of points something is worth...they aren't concerned with whether they have learned anything or not. Maybe I need to do a better job of modeling...and start earlier with self-assessment.
  • process requires the teacher to share learning goals with students
    • ceberly
      ceberly on 29 May 21
       
      As an instructional coach I have been able to observe that this makes a difference for students whether they are 5 or 15
  • evidence-based feedback that is linked to the intended instructional outcomes
    • ceberly
      ceberly on 29 May 21
       
      The use of rubrics can be helpful in defining evidence.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • ceberly
      ceberly on 29 May 21
       
      I have found this to be very challenging for students at the elementary level. They need lots of modeling and practice to be effective
  • connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Stephanie Monahan
      Stephanie Monahan on 30 May 21
       
      This sentence resonated with me visually...having completed a learning progression in class a couple weeks ago and then attaching how I'm assessing my students.
  • timely feedback
    • Stephanie Monahan
      Stephanie Monahan on 30 May 21
       
      This is what I see most colleagues struggle with. Timely to me means by the next class period; timely to others means within 2 days or one week.
    • pnbolton
      pnbolton on 31 May 21
       
      I know as teachers we have so much going on in our professional and personal life, but students need that feedback to make sure they are doing it right or can come seek extra help!! It's defiantly a balance!
    • mcairney
      mcairney on 01 Jun 21
       
      Timely feedback is so challenging! It's hard for teaachers to get all that done and not have to be working into the night. Digital tools can probably help with some of that, but it still isn't perfect!
  • sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
    • Stephanie Monahan
      Stephanie Monahan on 30 May 21
       
      I think this whole paragraph is great. The two words that stuck out the most were transparency and non-threatening. If there are learning progressions for students to follow and formative assessments along the progression, transparency and non-threatening should be achievable.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • pnbolton
      pnbolton on 31 May 21
       
      I have a wide range of students (freshmen- seniors) in the majority of my classes and I sometimes struggle to differentiate for so many different groups.
  • collecting evidence
    • pnbolton
      pnbolton on 31 May 21
       
      At Knoxville we use Canvas and I love the features they have to get the evidence and quick feedback.
  • cators representing approximately 2
    • jhash84
      jhash84 on 01 Jun 21
       
      dd
  • From a learning progression teachers have the big picture of what students need to learn,
    • jhash84
      jhash84 on 01 Jun 21
       
      Being able to gather this "big picture" idea of what a student needs to learn can be very difficult to do. Everybody's 'big picture" will be different as well.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways (e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts), and that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each level of the progression would be to investigate a set of artifacts in increasingly sophisticated ways to extract information about a particular period or event in history. Not only would such investigations support the students’ development of historical reasoning, they would also provide evidence of the students’ ability to reason in increasingly complex ways. This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information. Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jhash84
      jhash84 on 01 Jun 21
       
      This is a really great process of "high order thinking" Being able to assess resources on their own and then go beyond that to be able to solve the question or problem with that source take some inner drive to complete. A lot of students just want to you tell them what to do.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • jhash84
      jhash84 on 01 Jun 21
       
      I really do believe that students can get to higher order of thinking if they can take some pride or a lead on their own learning. Again, something that can be very hard to get kids to do.
  • in a sixth grade math class students working in groups
    • jhash84
      jhash84 on 01 Jun 21
       
      I think that group work is a great way to get the most out of some. Also, using competition can bring the best out of the group.
mhoekstra86

ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 1 views

moodlesw.aealearningonline.org/...view.php

shared by mhoekstra86 on 13 May 21 - No Cached
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • travisnuss
      travisnuss on 13 May 21
       
      I have such a hard time getting myself away from traditional grading which I know has little meaning or feedback. I really like this example and hope I have the guys to use something similar.
    • dulrich
      dulrich on 13 May 21
       
      We have had some PLCs write leveled assessments. Once they have decided a proficiency scale for a standard, then they have a question at the "meeting" level, one at the "progressing" and one at "exceeding". The tests end up being more time intensive to write and grade, but the teacher ends up with a real good idea of where the students are at on the standard.
  • For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
    • travisnuss
      travisnuss on 13 May 21
       
      I try and give feedback to help students improve and get better, but so many times get frustrated because many times the students seem to only want to know what they grade is and move on. I find it hard for students to use information to ask to get better.
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • travisnuss
      travisnuss on 13 May 21
       
      Seems to be the root of many of our problems where students worry more about their grade and how the grade will affect them rather than worry about what they are learning. Unfortunately in our school district, grades are the primary determination of if the students are learning or not.
    • dulrich
      dulrich on 13 May 21
       
      I wonder if ultimately we are looking at a culture change, from chasing points to chasing learning. Not a quick or easy change for all stakeholders, but important!
  • ...6 more annotations...
  • summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • travisnuss
      travisnuss on 13 May 21
       
      I actually made my own changes to how I enter information in our computer recording software after I became frustrated looking at my own son's grades from the parent side and couldn't tell by looking at it what he was struggling with and what he wasn't. I now enter grades as units so it's a little bit easier to see what the unit grade as well as trying to make it more detailed then just saying worksheet 3.1.
  • formative applications involve what students have mastered and what they still need to learn.
    • dulrich
      dulrich on 13 May 21
       
      I would add that formative assessment should inform the teacher as to the next instructional steps.
  • decision makers at the next two levels want to know which standards students are struggling to master.
    • dulrich
      dulrich on 13 May 21
       
      Critical for Tier 2 and 3 interventions to have this information available system wide.
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • dulrich
      dulrich on 13 May 21
       
      Teacher clarity regarding intended learning has a big effect size as well according to Hattie. I think around 0.75.
  • Students learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • mhoekstra86
      mhoekstra86 on 14 May 21
       
      My colleagues and I really take this to heart. Rubrics we give to students often times have check boxes available for students to interact with. If the assessment is a project, the student is given the rubric and we go over it thoroughly as a class. They are encouraged to use it as a tool.
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • mhoekstra86
      mhoekstra86 on 14 May 21
       
      This is where my colleagues and I use consistently CFAs. Students are aware that additional learning will take place with an adult if their CFA score does not show strong progress.
mschutjer

ollie-afe-2019: Building a Better Mousetrap - 1 views

moodlesw.aealearningonline.org/...view.php

shared by mschutjer on 31 Mar 19 - No Cached
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • alisauter
      alisauter on 31 Mar 19
       
      I think communicating the rubric ahead of time makes them easier to score. I have had to conduct technology camp entrance interviews using a rubric that is "blind" and they are more challenging because the students come into the interviews completely blind to any of the questions or criteria.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Ali, I agree I feel like giving the rubric for the assessment with the directions at the beginning helps students understand what the assessment is assessing. I just hope it doesn't lead to students formula writing like suggested late in the article. Or possibly killing creativity.
    • tmolitor
      tmolitor on 09 Apr 19
       
      I can easily see both sides of the coin here. On one hand it's tough to give students an assignment and not tell them how its being graded. On the other if a student knows exactly what they need to do to get the score, then it does kill creativity.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I can see where sharing the rubric might "kill creativity" but I think sharing the rubric is a great way to let students know what you are looking for and what is important. I know of many teachers who share the rubric at the very beginning of a paper/project/assessment, but I don't know of many who use it somewhere in the middle. I think we get too caught up in the completion that we forget to take time in the middle to help students self-evaluate their work. I think this is a great way to teach students to be owners of their own learning, and thus success.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      I really like this for pre-assessment. Students can self assess and start where there are with their learning. The teacher will need to have the classroom set-up to meet all the needs of the students accordingly.
  • habits of mind practiced in the act of self-assessment.
    • alisauter
      alisauter on 31 Mar 19
       
      THIS! I think developing the right mindset in our students when it comes to grading and rubrics is so important, although sometimes challenging.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I agree, but we will need to put more of an emphasis on student self-assessment and justification as well as post-assignment reflection. Much of the time students and teachers see final assessment as a "post mortem" evaluation of where they were with nothing to be done about where they can go.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      Here is an interesting critical thinking rubric https://educate.intel.com/download/K12/elements/pba_lessons/resources/24_Critical_Thinking_Rubric.pdf This rubric could be used throughout a project to help the learner think about their thinking.
  • others worry that doing so will encourage formulaic writing
    • alisauter
      alisauter on 31 Mar 19
       
      I think that this depends on how the rubric is written.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I've found it also depends on the student. Ironically, I've found that the higher achieving students will tend more strongly toward formulaic writing because they are worried about "missing points." If the grade on the assessment puts their GPA at risk, they are not willing to do any intellectual risk taking.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Seems to me that if a student meets the criteria, then that is what is expected. (Coming from a person who is not inherently creative.)
    • cathy84
      cathy84 on 04 Apr 19
       
      LOL. I just wrote this very thing "students create their paper too closely like the model" in last paragraph. The problem with following it so closely is that I wasn't sure they really understood the concept if they couldn't recreate it in an independent way.
  • ...89 more annotations...
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay.
    • annott
      annott on 06 Apr 19
       
      This is hard for me to do. I am a concrete thinker, and writing prescriptive rubrics is something I need to work on.
  • adopt a rubric
    • alisauter
      alisauter on 31 Mar 19
       
      Rubistar and https://rubric-maker.com have different academic content area rubrics and grade levels.
    • kmolitor
      kmolitor on 04 Apr 19
       
      rubistar is helpful...sites like this can help build your skills as you create your own rubrics on that site as well.
  • While the fundamental focus of assessment is always to promote learning, there are other reasons why we engage in assessment: curriculum reform, placement, promotion, diagnosis, accountability, and so on (Critical Issue).
    • alisauter
      alisauter on 31 Mar 19
       
      Establishing your purpose is so vital.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education
    • robertsreads
      robertsreads on 02 Apr 19
       
      Well-designed and meaningful - I think these are the keys to a good rubric. If it doesn't measure what it aims to measure, then a rubric is completely useless.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      I agree as well. It is important that students see what his or her expectations are before they right instead of getting the information from teachers at the end.
    • annott
      annott on 06 Apr 19
       
      When I started many moons ago, in the classroom, almost every period was lecture. Student based learning is so much more effective.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is interesting that they're using rubrics at the post-secondary level. I agree that the best use of rubrics is for complicated assignments that ask students to problem-solve, show conceptual understanding, or even just write extended explanations. Rubrics are too time-consuming to write to use for simple tasks.
    • tmolitor
      tmolitor on 09 Apr 19
       
      It's important to have something to objectively assess outcomes of these types of assignments.
  • Rick Stiggins, of the Assessment Training Institute, contends that we ought to illicit student input when constructing rubrics
    • robertsreads
      robertsreads on 02 Apr 19
       
      While I assume the author means 'elicit' and not 'illicit', I do agree that getting student input is essential, especially at the high school and college level where we are seeking to have students think meaningfully and critically about their work.
    • cathy84
      cathy84 on 04 Apr 19
       
      I struggle with this a bit, for how do students know exactly what is quality of a product they do not have extensive knowledge of?
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric
    • robertsreads
      robertsreads on 02 Apr 19
       
      This does not surprise me at all. My six year old was docked for not using the word "next" in one of her writings. I read the work, and her transition was much more advanced than that (something I would have encouraged as a high school teacher).
    • annott
      annott on 06 Apr 19
       
      I could see how students would get stagnant in their writing.
    • mschutjer
      mschutjer on 27 Apr 19
       
      Maybe I do not make rubrics correctly...because I really do not see this happening!
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • robertsreads
      robertsreads on 02 Apr 19
       
      This is a great idea! It's similar to requesting student input without the students feeling pressured to contribute.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Often this recalibration happens the year after in my experience. As an English teacher, we rubricate everything - for good or bad. I've found that once we ask students to go through a task and use the rubric to assess it, we see where the task, our teaching, and the rubric fail.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Student feedback can be just as useful to us to Wendy.
  • a set of standards and/or directions for assessing student outcomes and guiding student learning
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I see the confusion stemming from a linguistic debate about whether "directions" refers to the task requirements (e.g. write a persuasive essay using 5 sources) or the assessment criteria (cites strong and thorough textual evidence). Many times students ask to see the "rubric" when they really just mean the specific task requirements.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I find this interesting that they are assessing "behavioral objectives." Much of what our discussions around grading versus assessing have focused on is the need to grade/assess the demonstrated learning and NOT the behavior which lead to the demonstrated learning.
  • study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I tried having students create their own rubrics for an independent learning project. They were all high achieving seniors near the end of their secondary academic career. And across the board, NONE of them said they enjoyed the process, calling it one of the hardest parts of the project as a whole. ALL said it was very eye opening. Ironically, these high-achieving, point grubbing seniors found it MORE difficult to define for themselves what a "perfect" project would be, then to just rise to standards already set by someone else (me). Having to set the bar themselves made them far more nervous about meeting it than if I had set a goal for them to meet. It does make sense, however. By setting their own standards, they would potentially be letting themselves down if they did not rise to their own challenges. Whereas, if they did not fully meet the criteria on a teacher generated rubric, it did not necessarily reflect badly on themselves.
    • cathy84
      cathy84 on 04 Apr 19
       
      Fascinating and insightful!
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Wow. Good points!
  • writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments”
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      See, these seem more like task requirements rather than assessable rubric criteria
    • annott
      annott on 06 Apr 19
       
      Yes Wendy, I agree. This would be an assignment, but not in the rubric.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and if that's all you want to grade, you could just make it a checklist and save yourself a lot of prep time!
    • tmolitor
      tmolitor on 09 Apr 19
       
      I think that a checklist instead of a rubric in that case is a great idea.
  • Of course, a teacher could have the best of both worlds here, by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Is there anyone who DOESN'T do this?
    • annott
      annott on 06 Apr 19
       
      Most of mine are the same but then I change the content part for the details of the assignment.
  • A holistic rubric is more efficient and the best choice when criteria overlap and cannot be adequately separated; an analytical rubric, however, will yield more detailed information about student performance and, therefore, will provide the student with more specific feedback.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      Interestingly, until the 2019-2020 school year, the College Board and AP programs have always used holistic rubrics to score the written essay portions of the exams (at least the English Language and Literature exams). These were used because, especially for the third free-response question, students could choose to respond to any aspect of the passage they chose. With the third free-response question, students had a choice about what text to use to respond to a very vague thematic prompt. Holistic rubrics were necessary to meet the needs of all these different approaches. Beginning next year, during the 2019-2020 school year, the College Board and AP program are replacing all holistic rubrics with analytic ones to "more specific feedback on your Instructional Planning Reports about your students' performance." Interestingly, this feedback is not to the students - students never see their rubrics - but to the teachers so the teachers can adjust their teaching. https://apcentral.collegeboard.org/courses/ap-english-literature-and-composition/course/updates-2019-20
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      That's interesting! The College Board switched to an analytical rubric for social studies a few years ago. It will be interesting to compare those.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In the case of social studies, it gives the student and teacher more specific guidance in what should be included rather than feedback.
  • In addition to these basic directions, you should consider your purpose and audience.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      I mentioned this above, but the College Board and the AP program are changing their use of rubrics from holistic to analytic to provide TEACHERS with a better understanding of student performance and comprehension. It's interesting that the audience for these new rubrics will not be the students who are being assessed, but the teachers who taught them. Who is really being assessed here?
    • cathy84
      cathy84 on 04 Apr 19
       
      Great point!
  • we need a meta-rubric to assess our rubric.
    • Wendy Arch
      Wendy Arch on 02 Apr 19
       
      While this makes complete sense and would be a great use of PLCs, my instinctual response was "Oh Geez. Yet another thing..."
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews).
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      There are some rubrics that I have used that remind of this. Students basically being programmed on what to do to get an A without any deep learning taking place. However, I still see the need for rubrics like this.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I agree. Unfortunately, many times students use rubrics to get the grade they want without focusing on the learning. Maybe it's not the rubrics themselves but how we are using them in the classroom?
    • mschutjer
      mschutjer on 27 Apr 19
       
      I feel students are programed to give us what we want and not explore their own learning. So often when I give a writing assignment I hear first, how long does it have to be? How do we get away from that?
  • advocates of rubrics at all educational levels have argued that rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
  • Indeed, since rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes to prepare their students for these tests
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Obviously a good thing with standardized tests focusing more on state standards.
  • Share the rubric with your students and their parents.
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Great for students to know expectations and criteria. Have never thought about sharing a rubric with parents. See the benefits of that as well.
  • “rubrics promote ‘mechanical instruction in writing’ that bypasses ‘the human act of composing and the human gesture of response’” (
  • More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing. According to Thomas Newkirk, an English professor at the University of New Hampshire,
    • mgast40diigo
      mgast40diigo on 03 Apr 19
       
      Curious to know what methods of grading are popular among the critics of rubrics.
  • You can adapt a rubric—
    • zackkaz
      zackkaz on 03 Apr 19
       
      Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
  • “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • zackkaz
      zackkaz on 03 Apr 19
       
      That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • zackkaz
      zackkaz on 03 Apr 19
       
      +1 for student choice. Hopefully this would develop lifelong learning.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I think by enlisting the help of students in creating the rubric, it will promote ownership of learning. It should also help students keep in mind what is most important while they are creating their product.
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • zackkaz
      zackkaz on 03 Apr 19
       
      As a SS teacher that second part hits home. Will they be a responsible democratic citizen.
    • cathy84
      cathy84 on 04 Apr 19
       
      To me, this gets to the content of the assignment...not conventions.
  • rubrics should be used in conjunction with other strategies,
    • mpercy
      mpercy on 04 Apr 19
       
      Rubrics are a great tool but not necessarily the way to go all the time. Students need to be exposed to other strategies as well.
    • kmolitor
      kmolitor on 04 Apr 19
       
      I agree multiple strategies should be used as that will help our students grow as learners.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • mpercy
      mpercy on 04 Apr 19
       
      When students are part of the process there will likely be more enthusiasm and buy in from the students.
    • annott
      annott on 06 Apr 19
       
      I have to admit, I have not gone this far yet. But it makes total sense, that if students are a part of creating the rubric they would have a better understanding of the expectations.
    • jennham
      jennham on 08 Apr 19
       
      I agree. It will give them a sense of ownership in their own learning. Even my elementary students would be more than able to help with this. I plan on rolling it out to my colleagues to try with an upcoming paper.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I have seen this done with second graders. They were not creating criteria based on standards, but rather criteria for quality. The students decided what the quality of presentation and speaking were. They actually were pretty tough on eachother and set the bar high. This is a great process, but can also be a challenge if you have multiple classes and want to have some consensus with evaluating.
  • Revise the rubric and try it out again
    • mpercy
      mpercy on 04 Apr 19
       
      Would this be the point to gather student input? I would want to make sure my objectives were being met and then allow students to input.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • mpercy
      mpercy on 04 Apr 19
       
      Does this really make a difference to the student?
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      I like using rubrics so that it takes the teacher out of the grading. I like that communication is clear without bias.
  • When instructors plan on grading
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      By giving students the langugage to talk about thinking we open the door to them reflecting on their thinking and eventually refining it.
  • , rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      A writing assignment that is part of an authentic learning opportunity that the student chose to participate in might decrease the emphasis on simply meeting the criteria of a rubruc.
  • sions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2.
    • Deborah Cleveland
      Deborah Cleveland on 04 Apr 19
       
      I tend to use the "multiply a dimension by 2" method of weighting grades. In writing a particularly like this because it allows you to address things like conventions, but at the same time emphasize orther aspects of writing.
    • annott
      annott on 06 Apr 19
       
      I use weight dimensions in History class. I'm not as worried about the writing style, sentence structure etc.... But I'm more concerned with the what they know and if there research is thorough. I still include those things on my rubric, it's just worth less points.
  • The instructor’s comments on papers and tests are done after rather than before the writing, so they cannot serve as guidelines, compromising the value of writing comments at all.”
    • tommuller4
      tommuller4 on 04 Apr 19
       
      This is very important thing to think about. A student can't make changes to something they are doing after it is already turned in. They may think they are following all things on the rubric correctly but teacher may think differently
  • In any case, withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult
    • tommuller4
      tommuller4 on 04 Apr 19
       
      Seems kind of stupid to not give the students the rubric for the assignment when they are working on it. You expect them to turn in something worth while without knowing what you want from them.
  • hose students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I can see this being true across the board. Lots of time when I start a project the first thing some of the students ask is "what do I need to do to get an A." They don't care about learning the content. They just make their project geared to meet all requirements on the rubric and don't care about anything else.
    • jennham
      jennham on 08 Apr 19
       
      I hear that comment often. Until our system changes to not be so focused on the grade itself, I totally side with the students. We put so much pressure on kids to achieve and achieve well so that they can apply and receive scholarships, be inducted into NHS, make it into the college of their dreams...I feel we leave them absolutely no room to worry about the learning. Teachers are just as guilty. I can't count the times I have heard, "I don't know why he has a B; there isn't any reason why he shouldn't be getting an A in my class." (This is without me asking why my child has a B instead of an A.) To me that makes the focus on the grade. They never mention what my child is actually learning or not.
  • clear understanding of how rubrics operate can help educators of all levels design rubrics that facilitate, rather than obviate, student learning and teacher improvement.
    • kmolitor
      kmolitor on 04 Apr 19
       
      This is so true. Rubrics should be designed to help teachers facilitate learning so it's more student driven which will improve both student learning and allow teachers to improve.
  • Doing so, many educators argue, increases the likelihood of a quality product.
    • tommuller4
      tommuller4 on 04 Apr 19
       
      I agree you can get a quality product by giving students the rubric up front but I don't think you will get a great product because students tend to not go above and beyond the rubric. They just do enough to meet the criteria for the grade they want. No more and no less.
  • evaluate your rubric
    • kmolitor
      kmolitor on 04 Apr 19
       
      I think it is important to continually evaluate your rubrics or any assessments for that matter. It is important to consider if you are assessing what you want/need to and get feedback from students.
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Stultifying: stunts creativity so that students achieve only what is required. Empowering: clarifies for students and teachers what is expected.
  • no longer appropriate
    • sjensen21
      sjensen21 on 04 Apr 19
       
      "no longer appropriate" is a bit over-stated. Students in Introductory Statistics still need to know these skills. I agree that we do need to focus more on developing statistical thinking, so more performance tasks (and assessment rubrics) are necessary.
  • features known to the student
    • sjensen21
      sjensen21 on 04 Apr 19
       
      Sharing the rubric with students at the beginning of the task holds students accountable and gives transparency to the task expectations.
    • cathy84
      cathy84 on 04 Apr 19
       
      That, for me, was the primary purpose of the rubric. I wished for students to know clearly what this project should show me of their knowledge and skill. It did always frustrate me that they didn't use it more as a resource as they edited and revised their papers.
    • jennham
      jennham on 08 Apr 19
       
      I agree as well. I found them useful as student so that I knew exactly what my teacher/instructor expected. I love them as a teacher as they give the students specific talking points before they start their assignment.
  • ull partners
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This seems like a big time-waster to me.
  • Build a metarubric
    • sjensen21
      sjensen21 on 04 Apr 19
       
      This is a great checklist for evaluating our own rubrics that we have created.
  • a system which some educators see as stultifying and others see as empowering.
    • cathy84
      cathy84 on 04 Apr 19
       
      Not sure why it would be stultifying (which I looked up to be sure I knew what that meant). I mean, how much enthusiasm would a student have toward an assignment?
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      In some cases, a rubric can be a little too prescriptive and actually curb creativity for students. A more open assignment--for some students--allows for more interpretation or flexibility. I think it really depends on how "tight" the teacher writes the rubric.
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      Rubrics can be empowering yes, but not everything needs a rubric in my opinion.
  • gineering programs
  • Closer to home, our own successful Allied Health programs depend on rubrics to both assess and encourage student learning.
  • rubrics can help the student with self-assessment
    • cathy84
      cathy84 on 04 Apr 19
       
      This was a big goal of mine as a writing teacher
    • mistermohr
      mistermohr on 09 Apr 19
       
      I think this is the biggest benefit of rubrics
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.
    • cathy84
      cathy84 on 04 Apr 19
       
      I found the models to be very helpful for my students. My only problem is often students create something very close to the model. It often was a conundrum for me.
  • Is the description of criteria judgemental
    • cathy84
      cathy84 on 04 Apr 19
       
      That's a rule I have violated...and I probably knew best practice, but getting so specific in the criteria makes correcting so laborious
    • jennham
      jennham on 08 Apr 19
       
      You are so correct. Now that I have read this information, I know that when I would say "good", I meant, "following current conventions." Most 10-year-olds understand "good". Not so much for the other!
  • rubrics should be non-judgmental:
    • annott
      annott on 06 Apr 19
       
      I have a hard time keeping judgement out of rubrics.
    • mistermohr
      mistermohr on 09 Apr 19
       
      this could be a place where submission into an LMS using blind grading can be a huge benefit! I love blind grading...rarely do I need to know who produced the artifact.
  • rubrics are now used similarly by post-secondary educators in all disciplines to assess outcomes in learning situations
    • annott
      annott on 06 Apr 19
       
      As we are to assess the pros and cons of rubrics, I would say this is a con to using them. We need colleges to get on board and use them as well, and some are switching over.
  • solving real problems and using statistical reasoning
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing real problems and statistical reasoning.
  • student thinking and not just student knowledge
    • annott
      annott on 06 Apr 19
       
      Rubrics are better at assessing student thinking.
  • (
    • annott
      annott on 06 Apr 19
       
      I do feel that rubrics are more closely connected with real life situations. In the workforce, you will not be given a grade. Instead, they will evaluate your performance.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      True...but sometimes with a rubric. =) I think of the way even my husband's corporate world annual evaluation tool is written.
  • when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning.
    • annott
      annott on 06 Apr 19
       
      This is what we should all be striving for.
  • as long as each point on the scale is well-defined.
    • annott
      annott on 06 Apr 19
       
      When looking at standards based learning it is encouraged to have the same scale number for each department. And sometimes there is disagreement between a 3 pt scale or a 4 point scale.
  • modify or combine existing rubrics; re-word parts of the rubric; drop or change one or more scales of an analytical rubric; omit criteria that are not relevant to the outcome you are measuring; mix and match scales from different rubrics; change the rubric of use at a different grade; add a “no-response” category at the bottom of the scale; divide a holistic rubric into several scales.
    • annott
      annott on 06 Apr 19
       
      I surf the internet quite frequently, and use other rubrics ideas as a starter for mine. And then I adapt it to my objectives.
  • Steps in developing a scoring rubric
    • annott
      annott on 06 Apr 19
       
      This could be shared in Professional Learning Communities.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      I think this is really key, especially the part aobut being linked to classroom instruction. I've used rubrics by introducing them at the beginning and then using them to score at the end--and felt like students never looked at them and therefore got very little out of them. The key was when I used the rubric during instruction--as an explanation tool, as a peer reflection and self-assessment tool. We just have to be really deliberate and explicit and pulling it out and using it in instruction if we really want students to use it in their process.
    • jennham
      jennham on 08 Apr 19
       
      I have never used a rubric during instruction, other than to remind them to use it. I am excited to see how it will help them when we use the rubric continuously throughout a project.
    • mistermohr
      mistermohr on 09 Apr 19
       
      For me, I don't know how you do this in early elementary. Reading and comprehending "standard" language is not conducive to young readers. (ie subject/verb agreement)
  • maintains the traditional gap between what the teacher knows and what the student knows.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, and some students have more ability to bridge that gap than others. I think this is where we get into equity problems--some students are better equipped (by home life or personality/strength) for school and intellectual processes. In other words, they are more insightful and therefore better "guessers" of what teachers want.
    • jennham
      jennham on 08 Apr 19
       
      You are exactly correct and I could not have said this better.
  • non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      Yes, exactly! We can even the playing field for students by being explicit in our expectations.
  • Pilot test your rubric or checklist on actual samples of student work.
    • kimgrissom
      kimgrissom on 06 Apr 19
       
      This is a helpful step because one of the downfalls of a rubric is not rewarding something students do well (because it's not on the rubric) or unintentionally rewarding something you don't want students to do.
    • barbkfoster
      barbkfoster on 09 Apr 19
       
      By piloting the rubric, we are able to make sure we are truly assessing what we intend to. These samples could also be shared with students to practice using the rubric (so they can better evaluate their own work).
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is why I like rubrics. It helps guide student learning.
  • “on what students have actually learned rather than what they have been taught,”
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      this is the key to a successful classroom. it is not about what you teach it is about what have the students learned. Or it is not about providing time for student to be active, but what have you taught them that will lead to be active for a lifetime!
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is an interesting quote about knowing what students have actually learned that what we taught. More of a formative assessment. How is the student's learning progressing and what do we need to do to get them there.
    • nealjulie
      nealjulie on 08 Apr 19
       
      This is the tricky part. A well designed rubric that does give the teachers the information that they need to understand what their students have learned.
    • nealjulie
      nealjulie on 08 Apr 19
       
      There is a lot of power in students who self assess themselves.
  • are about their potential to harm students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I'm not sure how a rubric can harm a students learning.
    • nealjulie
      nealjulie on 08 Apr 19
       
      Exactly, it has to be conferring with teachers along the way on their progress.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of enlisting the help of students.
    • nealjulie
      nealjulie on 08 Apr 19
       
      I like this idea of a pilot rubric!
    • nealjulie
      nealjulie on 08 Apr 19
       
      These should definitely be a checklist when teachers make their own.
  • “an established custom or rule of procedure.”
    • tmolitor
      tmolitor on 08 Apr 19
       
      It's important to have an established procedure for grading so that the grades remain objective.
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree and is a large reason have gone to SBL this year. Also have to make sure no gray area in rubric
    • rhoadsb_
      rhoadsb_ on 14 Apr 19
       
      We are moving to SBL as well and it already is making a huge difference in the classroom.
  • consistently and accurately
    • mistermohr
      mistermohr on 09 Apr 19
       
      I feel that the most consistent and accurate rubrics are checklists. I understand rubrics should not be checklists, but I find they need to be checklist-esque to keep them objective.
  • traits, or dimensions, will serve as the basis for judging the student response and should reflect the vital aspects of the assignment
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      This is a great reminder. I know I have failed in the past with having too much on a rubric or too little. Being focused on the vital aspects of the assignment will prevent you from assessing parts that are not important. This will also help students know what the criteria is without worrying about the fluff.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      Wow, rubrics are really challenging to create. In the assess this assignment I started off way to high and would not be in a student zone of proximal development. How does a teacher know thijavascript:void(0)s. I am assuming rubrics that are aligned with grade level standards would be appropriate but I now feel like i need to take a look at more examples. This could be a Con if the rubric creator does not understand this idea.
  • ubrics, Halden-Sullivan contends, reduce “deep learning” to “checksheets.”
    • whsfieldbio
      whsfieldbio on 10 Apr 19
       
      I once heard a speaker say that "rubrics make cooks and we should strive to make chefs." His statement refered to that fact that students simply follow the recipe to complete the task rather than using their own thinking and knowledge to create a product. I think there are rubrics that can do both, but I can also see that this is a concern.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I think the deep learning should be coming from the teacher more than the student.
  • “performance benchmarks” for the “behavioral objectives” appropriate to each year in the program. E
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      totally agree. Find that really interesting since so much research is on NOT grading behaviors and focusing on the learning itself
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think I would like to see what are these behavior objectives are. Are they really just skills that students demonstrate?
  • Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay
    • chriskyhl
      chriskyhl on 10 Apr 19
       
      this is one of the hardest things in SBL or rubric use. They take so much time but have to make sure truly fit an assignment
  • broader and more ambitious
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is so true. The objectives are changing and sometimes they are changing in a way that we don't know how to assess them correctly
  • important assessment tool in “achiev[ing a] new vision of statistics education.
    • kylelehman
      kylelehman on 10 Apr 19
       
      100%. It is the expectation now that all of our assignments and work have some sort of rubric. Now, it doesn't have to be super detailed but the goal is that students know what they are trying to achieve
  • explicitly delineate the qualities of thought that they are looking for
    • kylelehman
      kylelehman on 10 Apr 19
       
      This is key I believe. This is also the #1 problem I see with rubrics today. Instructors need to know every detail of what they are looking for in order to make a rubric work out. With that said, sometimes you think of things late and that makes it hard to get them in the rubric
  • I once gave extra credit
    • kylelehman
      kylelehman on 10 Apr 19
       
      I have seen this happen before as well. The way that I look at it, there needs to be an aspect of the rubric that discusses that pieces of evidence from class need to be included.
  • However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instructio
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      Some the best teachers allow students student to assess a sample assignment so they can understand the language of the rubric.
    • mschutjer
      mschutjer on 27 Apr 19
       
      I agree. This is an important step and sometimes I feel like it is missed, by myself as well.
  • a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      This type of student know the system and how to chase points not learning. Rubrics or other grading tools are about giving feedback to the students so they can continue their learning.
  • The argument against using rubrics
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      It's interesting that all of the arguments against rubrics are writing examples.
  • Does the rubric encourage students to be independent writers?
  • Can different scorers consistently apply the rubric?
    • mrsmeganmorgan
      mrsmeganmorgan on 12 Apr 19
       
      I think this is a great question. We might need to talk about it more with our teacher teams.
jhash84

ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 3 views

moodlesw.aealearningonline.org/...view.php

shared by jhash84 on 10 May 21 - No Cached
  • department or grade-level common assessments
    • pnbolton
      pnbolton on 10 May 21
       
      I am the only FCS teacher at Knoxville High School and we are looking to switch to standards based grading. I am having to switch over my 7 courses as a solo teacher and it is hard to not have that team to bounce ideas off of or help create the course rubrics.
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • pnbolton
      pnbolton on 10 May 21
       
      I believe clear criteria is going to be the most helpful for when my courses are switched over to standards based. I want my students to know exactly what they are expected to learn and assessed on. In doing this they then can effectively reflect back on their learning and assess their own learning.
    • Janet Wills
      Janet Wills on 10 May 21
       
      This seems like a common sense approach and students won't have to guess what you're looking for.
    • cjd203
      cjd203 on 12 May 21
       
      SBG is a targeted form of assessment that can be effective if expectations are both clear and concise. It is important that learning targets and objectives are delivered in a "student friendly" language. "I can" statements work well as do other objectives as long as students know what they need to be able to do.
  • igure 1
    • pnbolton
      pnbolton on 10 May 21
       
      I like how this figure shows what test questions link to specific learning targets and points awarded. If a student were to pass 3 of the 4 learning targets then we know that they need more time with one specific learning target. We can then spend time relearn concepts so they can reassess and show their learning again.
    • lizmedina
      lizmedina on 11 May 21
       
      I agree, this is useful in determinig language barries that may have gotten in the way rather than not understanding the content
  • ...25 more annotations...
  • A grade of D+
    • pnbolton
      pnbolton on 10 May 21
       
      When it comes to grades and feedback, I believe their needs to also be a mindset change in students and parents. A lot of time students ask me what grade they received, and they determine if they are okay with that percentage before taking time to look at feedback and look at the learning that has happened. I will need to change the conversation from "What grade did I get" to "Did I sufficiently meet the learning target and provide evidence of my learning"
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • pnbolton
      pnbolton on 10 May 21
       
      We are currently doing a book study on assessments and they stated that your classroom should be 80/20. 80% reflection and 20% concepts. I am not sure if I agree with this breakdown but I do know I will need to take time to teach my students how to properly self assess and reflect.
    • ceberly
      ceberly on 15 May 21
       
      Wow 80% does seem very high. I would imagine it will take some time to shift the thinking of both teachers and students
    • Stephanie Monahan
      Stephanie Monahan on 15 May 21
       
      I've never seen/heard that breakdown before but it does make logical sense. Reflection/metacognition is a key component to creating a deeper connection to anything. I have asked students to reflect upon their understanding of content by checking boxes next to learning targets as we progress through a unit and to assess themselves on learning targets after a summative. I feel that students completed reflections as something that just needed to be done instead of a means to better understand themselves, so I totally agree that it will take time to shift the mindset...my big question is how do we set up a plan to do that?
  • NCLB
    • Janet Wills
      Janet Wills on 10 May 21
       
      NCLB had a very negative impact on the social studies. I could write reams about the cost of this impact.
    • cjd203
      cjd203 on 12 May 21
       
      What was one of the bigger negatives you saw/experienced from NCLB.
  • the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • Janet Wills
      Janet Wills on 10 May 21
       
      I feel like this is something that would take a long time to set up, but would ultimately make evaluating an assessment easier.
    • Stephanie Monahan
      Stephanie Monahan on 15 May 21
       
      From experience, it does take an adequate amount of time...and it can be quite humbling. I began this process several years ago after an Assessment for Learning training. Analyzing an assessment that you have curated over several years (thinking you've created something that justly assesses students), and finding misrepresentation of learning targets is an eye-opening experience.
  • if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
    • Janet Wills
      Janet Wills on 10 May 21
       
      It's important that students see formative assessments as something that will help them
    • lizmedina
      lizmedina on 11 May 21
       
      Most definitely, formative can be a great tool not only for the teacher but also for the student. It can be a great focus of communication to enable a student to become an independent learner.
    • Gina Rogers
      Gina Rogers on 18 May 21
       
      This reminds me of a session with John Hattie that I attended on feedback. He talked about the purpose of feedback is to show the student where to go next. Feedback is an essential element in formative assessment. If there is no feedback then it isn't really formative.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
    • Janet Wills
      Janet Wills on 10 May 21
       
      seems that assessment literacy would include the ability to interpret the data
    • brippentrop-nuss
      brippentrop-nuss on 15 May 21
       
      Ability to interpret data is key for those (myself included) that don't understand the data. I need help breaking it down so I can actually use the data to make adjustments.
  • clear picture of what achievement he or she intends to measure.
    • lizmedina
      lizmedina on 11 May 21
       
      This is definitely important in properly assessing and supporting students. This is where I begin when a teacher asks for help I'm accommodating a student.
    • mcairney
      mcairney on 17 May 21
       
      I remember in the first grade classroom having to record myself reading word problems for students to listen to because I wanted to assess their application of the math and not their ability to read and decode a word problem. Life changing.
    • Gina Rogers
      Gina Rogers on 18 May 21
       
      @mcairiney - this makes a ton of sense. We see built in screen readers now in the ISASP's for 7-12 students on the reading exam because what is being tested is not necessarily decoding, but rather comprehension.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results.
    • lizmedina
      lizmedina on 11 May 21
       
      Absolutely, it is very frustrating to see a student struggle with an assessment that does not give information on a standard or learning target
  • benchmark,
    • cjd203
      cjd203 on 12 May 21
       
      We have used MAP testing in the past as a measure of student academic progress and growth. MAP testing allows for periodic benchmarks that is student specific, providing a snapshot of where they are at compared to their peers.
    • ceberly
      ceberly on 15 May 21
       
      MAP gave great information. Its great downfall was the amount of time required to administer it. Wish they had a "lite" version
    • brippentrop-nuss
      brippentrop-nuss on 15 May 21
       
      I do like the the MAP tests better because they adjust to the students better. It seems like they see improvement and that is usually a motivator for them. However, it does take awhile to administer. But I appreciate the reports more because I can see growth for each student.
    • mcairney
      mcairney on 17 May 21
       
      I always thought MAPs was a powerful assessment tool as well. I thought the resources that provided guidelines of where to take students next or how to strengthen skills that were challenging was helpful!
  • including students
    • cjd203
      cjd203 on 12 May 21
       
      Communicating learning targets to the learner is essential as well. Not only do instructors need to know how they intend to apply metrics within assessment, students need too as well. Rubrics can be effective tools to support the interpretation of assessments.
  • plan
    • cjd203
      cjd203 on 12 May 21
       
      This Math Test Plan is helpful. It breaks the test down into an item analysis chart by question number. Individual questions are weighted (with point totals) and linked to learning targets. This plan would be a nice tool to give to students as well to help them guide them in their studying for assessments.
    • ceberly
      ceberly on 15 May 21
       
      I love this idea! "...assign the appropriate balance of points in relation to the importance of each target." I think this example would really help teachers look at their assessments a little differently than just taking the test right from the book.
    • mcairney
      mcairney on 17 May 21
       
      I think being very clear with students what each question is assessing is also helpful to make sure that an answer is given to PROVE their understanding instead of trying to figure out exactly what a teacher is looking for. Takes the guessing out of the game.
  • the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions
    • ceberly
      ceberly on 15 May 21
       
      In elementary we give the FAST assessments 3x per year. I DO feel that these tests help us to make better instructional decisions IF we take the time to break down and analyze the data.
    • Gina Rogers
      Gina Rogers on 18 May 21
       
      I really wonder if all of the assessing is paying off in the instructional dividends that we would expect. I
  • assessor must begin with a clear picture of why he or she is conducting the assessment
    • Stephanie Monahan
      Stephanie Monahan on 15 May 21
       
      This simple, basic statement is very often overlooked by most educators I have worked with. In my experience, most educators create an assessment because it is part of the normal progression - plan, teach, assess. An assessment is simply something 'to do' without reflection as to why or how.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Stephanie Monahan
      Stephanie Monahan on 15 May 21
       
      I like this visual. It gives concrete information that can easily be used to create an assessment. Categorization of learning targets is a reflective process for teachers which directly influences the creation of an assessment.
  • students to track their own progress
    • brippentrop-nuss
      brippentrop-nuss on 15 May 21
       
      I like this concept of having students keeping track or their own learning process. I think this is a beneficial concept that carries past secondary education.
  • develop coordinated plans
    • brippentrop-nuss
      brippentrop-nuss on 15 May 21
       
      Coordinated would be essential with the training to actually make it impactful.
  • decisions
    • mcairney
      mcairney on 17 May 21
       
      Not to mention the amount of instructional time we lose while administering more in-depth testing. If we are using up instructional time, we need to make sure that the results of the assessment are providing powerful data that will help us move teachers and students forward.
    • Gina Rogers
      Gina Rogers on 18 May 21
       
      I really agree with this statement. Sometimes the assessments that we give do not tell us the whole picture. They might flag us to know that something is wrong, but they don't tell us exactly what is wrong. That is when we have to dig deeper. We need to look at different types of information to make valid decisions.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • ajmoss80
      ajmoss80 on 19 May 21
       
      Absolutely true. Just giving an "assessment" does not automatically produce data that is relevant or easily used to make instructional decisions!
  • it's important to know the learning targets represented in the written curriculum
    • ajmoss80
      ajmoss80 on 19 May 21
       
      This seems so simple -- in order to assess something, you need to know what that "thing" is. But just because something is "simple" doesn't mean it is "easy" to do!
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • ajmoss80
      ajmoss80 on 19 May 21
       
      This is very true. I've seen some good ideas for diagnostics or screener tests that were not properly utilized because the user interface/database was so hard to use; or it was confusing; or it was a mess of data that scared people away. The ability to access the data, when needed, in a manner that is easy to utilize, is very important. But not necessarily easy to accomplish.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement. Use SAT scores to determine instructional effectiveness. Rely solely on performance assessments to test factual knowledge and recall. Assess learning targets requiring the "doing" of science with a multiple-choice test.
    • ajmoss80
      ajmoss80 on 19 May 21
       
      I think this is a pretty solid list of "don't do's" . Unfortunately I think I've seen each one used in the past. The first bullet -- using reading scores as a diagnostic. I could maybe see a state test used as a "screener" -- it can give an initial idea of which students are strong or weak in reading -- but not as a "diagnostic" -- the state test will tell you that *something* is wrong, but it can't diagnose the difficulty that the student is having (decoding? dyslexia? etc...)
  • testing
    • jhash84
      jhash84 on 23 May 21
       
      I remember when I was in college, having instructors talk about how much testing was going to go into NCLB and the cost of all the aspects that were going to have to go into that process.
  • Performance skill targets
    • jhash84
      jhash84 on 23 May 21
       
      In the world of Vocational Education, the performance skills are way more efficient to be able to grade or check for proficiency because a lot of the work is project based and use more rubrics or completion grading to evaluate that.
  • Teachers have choices in the assessment methods they use,
    • jhash84
      jhash84 on 23 May 21
       
      I like to be able to use multiple types of assessments to meet the needs of the student to test for proficiency. Not all student like T/F, or Short Answer or whatnot.
  • Students learn best when they monitor and take responsibility for their own learning.
    • jhash84
      jhash84 on 23 May 21
       
      I could not agree more on the idea of when student take ownership of their learning or their work, they learn a lot more, understand a lot more and will typically give a lot my effort as well. Ownership of something will bring that out of students.
Evan Abbey

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

moodlesw.aealearningonline.org/...view.php

shared by Evan Abbey on 30 Mar 20 - No Cached
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      I feel like sometimes we get caught up on we have to assess our students on all topics. One nice thing about mastery in certain topics is with math, math concepts keep coming up in chapter 1 then in chapter 3.
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This also goes with the why am I assessing on this.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I'm not sure that this works for science classes. In these classes, students are to be figuring out. They are not supposed to know what they are learning about until they have discovered it. I thinking that making the assessment clear at the beginning would ruin this. Now I will say that you could be clear on how students will be assessed. For example, you will have to support your claims using reasoning and evidence.
    • jessed44
      jessed44 on 07 Apr 20
       
      I often wonder where this argument fits with discovery learning, and other forms of self-directed methods. Are we constraining ourselves too much here?
  • "I can make good inferences.
  • ...51 more annotations...
  • "I can make good inferences.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      Student-friendly language has been a huge part of our school district. Especially when dealing with many ELL and Sp.Ed students. Also, referring to the learning target multiple times throughout the lesson. One thing I could do in my class is to put the learning target on my quizzes.
    • nkrager
      nkrager on 30 Mar 20
       
      I could also do this more/better. It does get challenging when you teach multiple classes if you want them posted on your board etc.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I agree. I started adding hyperlinks to vocabulary.com for any words I thought they might struggle with.
  • identify struggling students and the areas in which they struggle.
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      This is a huge part for me in my teaching. I use our three question quizzes to allow myself to better understand misconceptions that I have over seen and to see what I need to do to better my students.
    • ravelinga
      ravelinga on 01 Apr 20
       
      Agree! In my economics class I do periodic checkpoint quizzes. These formative assessments have two purposes. One to check how well my students are understanding the content. And secondly, how well am I teaching the material. Sometimes the students are not getting the content, because my teaching was ineffective.
  • As a "big picture" beginning point in planning for the use of multiple measures, assessors need to consider each assessment level in light of four key questions, along with their formative and summative applications1 :
    • bhauswirth
      bhauswirth on 30 Mar 20
       
      These four points are things that we do everyday. Understanding what I need to do for students, understanding what the information will tell me and where do I go next.
  • But NCLB has exposed students to an unprecedented overflow of testing.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      too many tests; students get anxiety when taking a test
    • Evan Abbey
      Evan Abbey on 01 Apr 20
       
      I agree! Testing not only causes anxiety, but it can give students the wrong impression of their abilities.
    • parkerv
      parkerv on 03 Apr 20
       
      Unfortunately over testing takes away from quality instructional time and student learning. What's really sad but all too true is that we are seeing over testing being pushed down on even our youngest learners, our 3 and 4 year old preschoolers.
    • tkofoot
      tkofoot on 05 Apr 20
       
      The concern of all my Special Ed students is testing. I teach them test-taking strategies, but they get to a test and can't use them.
    • jessed44
      jessed44 on 07 Apr 20
       
      I don't think the act of retrieving information is bad, in fact, research says it is good. It is the importance and finality that is often attached to it that can be detrimental.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      more tests doesn't necessarily produce good results
  • Students learn best when they monitor and take responsibility for their own learning.
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      Education has to make this happen more. I'd like to find a good way for them to monitor their learning.
    • nkrager
      nkrager on 30 Mar 20
       
      Yes, agreed! We know that this true but we need to help build this in our students. The internal motivation is hard to build!
    • leipoldc
      leipoldc on 07 Apr 20
       
      Taking responsibility is the key to learning. The best years to help students understand and take responsibility is middle school. They want to be in charge and they need support to do it well.
  • assessment-literate teachers
    • Val Rosenthal
      Val Rosenthal on 30 Mar 20
       
      I really don't seem to have a good background on assessment and would like to be assessment-literate.
  • Clear Purpose
    • nkrager
      nkrager on 30 Mar 20
       
      The purpose is so important! I feel like sometimes we test just to test...and then send the results off to someone else. The kids need to understand the purpose as internal motivation is not always there.
    • kshadlow
      kshadlow on 01 Apr 20
       
      So important! I think about myself and the hoops we need to jump through in our lives without understanding the purpose. That purpose definitely leads to motivation.
    • jhatcher
      jhatcher on 03 Apr 20
       
      The purpose has to be tied to helping the students discover information about himself. How to improve? What has been learned? Then move forward.
  • Teachers have choices in the assessment methods they use, including selected-response formats, extended written response, performance assessment, and personal communication. Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • nkrager
      nkrager on 30 Mar 20
       
      All teachers know that they have choice in the types of assessments to give students but I wonder if we all really think through what type we are giving every time. Do we just give what we did last year? Do we give what is easiest? The fastest to grade? Things to think about...
  • This key relates directly back to the purpose of the assessment.
    • nkrager
      nkrager on 30 Mar 20
       
      Feedback can be challenging as we all know. I tend to get frustrated when I have taken the time to provide detailed feedback and the students could care less about it, they just want to know a grade and move on.
    • kshadlow
      kshadlow on 01 Apr 20
       
      so true...
  • From a formative point of view, decision makers at the classroom assessment level need evidence of where students are on the learning continuum toward each standard,
    • nkrager
      nkrager on 30 Mar 20
       
      This would go along with students taking ownership for their own learning....we would WANT them to want to know where they are at for individual purposes!
    • ravelinga
      ravelinga on 01 Apr 20
       
      Most of my formative assessments have been multiple choice or short answer quizzes. After learning more about rubrics, I would like to start using rubrics in two ways for formative assessments. One the students will do a self assessment on where they feel they are at. Then a teacher to student-conference with the rubric to see where they are at. With the end goal of making the assessment portion less stressful for my students, because they know where they are at.
    • nkrager
      nkrager on 02 Apr 20
       
      ^^^ Love this idea! I hope I can get there also with some projects!
    • jhatcher
      jhatcher on 03 Apr 20
       
      I was thinking the same thing about rubrics that you wrote here. Students would hopefully see themselves moving on the rubric as they improve their skills /learn. This should be motivating and students would know exactly what is expected.
  • not only are they limited in key formative uses, but they also cannot measure more complex learning targets at the heart of instruction.
    • nkrager
      nkrager on 30 Mar 20
       
      which leads to frustration...
  • Given the rise in testing, especially in light of a heightened focus on using multiple measures
    • lwinter14
      lwinter14 on 31 Mar 20
       
      Although I would say this is definitely still true in the courses we teach (we still emphasize bigger, summative assessments), I think we have changed how we view student progress. Our summative assessments aren't all tests, some of them are projects or performance assessments. Those assessments are also no longer considered "one-and-done" opportunities. Students can retake assessments or make corrections, etc. to show progress in their learning even if they didn't get it right the first time. It's less focused on the final grade and instead, assessing what students have learned.
    • jessed44
      jessed44 on 07 Apr 20
       
      This is great. However, when juxtaposed with having 200 students like I do, it is not always feasible to have numerous projects and reassessments. How do we change the change the way that teachers spend their day so this is possible?
  • the assessment formatively—as practice or to inform students about their own progress
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I find this distinction between summative and formative assessment interesting. In our freshman group of teachers, we have a category for both formative and summative assessment. Formative is weighted at 20% and summative is weighted at 80%. So although in my courses we were taught not to grade formatives, we still assign a score to it and put it into the gradebook. Also, if formatives weren't graded, I wonder how much of them would actually be completed by students?
    • ravelinga
      ravelinga on 01 Apr 20
       
      This has been a goal of mine this year, to use formative assessments to help make instructional decisions in my class. It has been a work in progress, but I have seen some success. I use the information from the formative assessment to decide is it a small group that needs reteaching or is it an entire class that needs reteaching. I don't normally grade my formative assessments, but I go give them completion points. For the most part if a student sees they are not getting something, they appreciate the reteaching opportunity.
    • parkerv
      parkerv on 03 Apr 20
       
      Too often I see teachers not fully use the formative assessment data they have to intentionally inform instruction. If done properly formative assessment is very powerful. I also like the idea of giving participation points for formative assessments.
    • tkofoot
      tkofoot on 05 Apr 20
       
      Some teachers give 0% for formative assessments at my school. The Science department has figured out a way to have labs count as a way to assess a standard. I think practice is important and should have some weight.
  • it's important to know the learning targets represented in the written curriculum.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      My school has increased its emphasis on learning targets this year. We are all using a 5D+ template to write unit plans and the learning targets are similarly broken down into knowledge targets, academic targets (transferable skills), and performance targets. I think that writing unit plans and sitting down and thinking about the individual types of targets has really strengthened the types of instruction teachers are carrying out in their classrooms. They are more familiar with the targets they want students to meet, and in turn, students are also more familiar with what's expected of them.
    • kshadlow
      kshadlow on 01 Apr 20
       
      I like the specific targets here. I guess I have been generalizing them for awhile. My plans would be better defined for myself and students if I focused on them more.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      Our middle school is beginning this work as well. We are trying to get a system wide learning plan template developed and going. Our goal is to help all teachers fully understand their learning targets and how they relate to student understanding. I know that all teachers look at them, but I'm not sure how many break them down to fully understand them and what students outcomes should be.
  • highlight crucial words (for instance, most, least, except, not).
    • lwinter14
      lwinter14 on 31 Mar 20
       
      I also do this on other assessment types such as short answer. I've gotten into the habit of bolding things that I want to make sure students don't forget to do. For example, they may be required to answer a question but then they need to follow that with explanation or justification. I often bold the second half so that they don't forget to include the explanation, which often highlights their thinking, which can be more important than the first half of the answer.
    • jhatcher
      jhatcher on 03 Apr 20
       
      I do this too. I find this is very helpful for kids. Sometimes in rubrics when going through them, I'll have kids underline or circle key words instead just to force their attention a bit. It does help.
  • it is not capable of informing the student about the next steps in learning.
    • lwinter14
      lwinter14 on 31 Mar 20
       
      It is SO important that our feedback is more than a score or letter grade if we want to emphasize progress and the ability to improve for our students.
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      Agreed! And if the targets are clear and communicated to students, they should know what steps they need to take to grow! It shouldn't be a mystery!
    • maryhumke
      maryhumke on 14 Apr 20
       
      "Do the results provide clear direction for what to do next?"
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • kshadlow
      kshadlow on 01 Apr 20
       
      Wouldn't that be interesting if the "we" mentioned here were all actually on the same page, wanting and assessing the same things. A common purpose. Nothing like focusing on the negative here, but all of these people are being informed in different ways and gathering different data for a different endpoint.
    • benrobison
      benrobison on 04 Apr 20
       
      The piece of policymakers is the most frustrating to me (and most likely all educators). I have always struggled with the notion that the people making the majority of decisions are not the ones in the trenches, nor do they have the background to make those. I have been pleased with the direction PLC work has gone as of late; I think this gives more valid work to inform decision making on part of the teachers.
  • Do the results provide clear direction for what to do next?
    • kshadlow
      kshadlow on 01 Apr 20
       
      Sometimes an assessment is just an end. Information is used in the next unit, but the assessment doesn't always tell the student they are ready for what is coming next.
    • anonymous
      anonymous on 03 Apr 20
       
      Yes, and it makes me wonder why so many of us provide copious amounts of feedback on summative assessments when students do not have the opportunity to do anything with the learning and provide less feedback on formative assessments along the way when students could actually do something with that feedback.
    • benrobison
      benrobison on 04 Apr 20
       
      In the SBG system we use, which seems to evolve constantly, we don't really every get to a summative assessment. Kids are (supposed to be) constantly re-learning and re-assessing. Their results on assessment give the kids, and the teacher for that matter, a path on how to proceed.
    • leipoldc
      leipoldc on 07 Apr 20
       
      Our students are allowed to re-take summative assessments, so notes and conversations can assist in their learning (I guess they are not really summative then are they?)
  • Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.
    • kshadlow
      kshadlow on 01 Apr 20
       
      How much money and time was spent in areas unnecessarily? Data is no good if it is tainted. I am glad we have moved farther away from the traditional state testing.
  • better instructional decisions and improved high-stakes test scores.
    • aripperger
      aripperger on 01 Apr 20
       
      I see some teachers more hopeful that ISASP, with its better alignment to state standards, will be a truer indicator of success. Other teachers, however, are still so jaded toward standardized testing.
    • jhatcher
      jhatcher on 03 Apr 20
       
      Good point! ISASP should be a better indicator of student achievement.Some of the best indicators are teacher formative and summative tests. These are still the most useful for teachers.
  • four categories of learning targets
    • aripperger
      aripperger on 01 Apr 20
       
      This is a helpful breakdown of learning targets for me. In a core discipline area like history, it's easy to forget about performance skill and product targets. But there are definitely areas where these type of learning targets are present, and knowing those areas can help me decide how best to assess.
  • erode accurate results
    • aripperger
      aripperger on 01 Apr 20
       
      Easy to forget about bias! So many other things take our time and attention when we write tests, that it's easy to forget about spelling, formatting mistakes, and other unintentional things that give students a clue as to the right answer in ways that don't truly test mastery of content.
  • Annual state and local district standardized tests serve annual accountability purposes, provide comparable data, and serve functions related to student placement and selection, guidance, progress monitoring, and program evaluation
    • aripperger
      aripperger on 01 Apr 20
       
      One of our school's frustrations with the new ISASP format is that no itemization or further guidance is provided at the building/district level as to how our students performed on specific components of the test. Perhaps this will change, or maybe we're missing it, but it's difficult to program evaluate without this breakdown.
  • will be capable of informing sound decisions.
    • jnewmanfd
      jnewmanfd on 02 Apr 20
       
      I think this is an important thing to think about. How often do we really use assessments to make changes in our instruction. When I was a student I was thankful for tests. I could cram the material into my head and once the test was over, I could forget it and move on; clearing the way for new information. As a teacher, I realize that isn't the intent, but I wonder how often we still get caught up the type of thinking. Are we assessing so we feel better about moving on or are we assessing so we can make course corrections to support student learning and understanding?
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • anonymous
      anonymous on 03 Apr 20
       
      This reminds me of self-reported grading. Hattie says self-reported grading has an effect size of 1.33 but it seems that it is rare for teachers to actually use it.
  • all available assessment methods
    • anonymous
      anonymous on 03 Apr 20
       
      This article focused solely on formal assessment, but I also think it is important to discuss the role and value of informal assessment opportunities and how powerful immediate feedback based on informal assessment can be in a F2F setting.
  • enable them to immediately take action
    • anonymous
      anonymous on 03 Apr 20
       
      One of the easiest ways to ensure that students respond to feedback is to design opportunities that require them to engage with the feedback and do something with the feedback, but this is frequently dismissed due to the quantity of standards and learning required of students at each grade level. Many teachers feel like they need to prioritize "covering" all the standards over students truly engaging in their learning.
  • Are results communicated in time to inform the intended decisions
    • jhatcher
      jhatcher on 03 Apr 20
       
      I have 140 students so it can take a while to get results back to them. I know the quicker I can get the results back in their hands, the more they care about their score and the assessment. They are more likely to want to fix mistakes and learn from it. If I take too long it has a negative impact on motivation. We have to correct quickly but correctly.
  • affect individuals and groups of students on the basis of a single measure is part of our past and current practice.
    • mkanost
      mkanost on 03 Apr 20
       
      This is detrimental to English Learners-Kanost
  • assessments
    • mkanost
      mkanost on 03 Apr 20
       
      Using data from multiple assessments can help determine where exactly a student is at in their learning. Kanost
  • cultural insensitivity.
    • mkanost
      mkanost on 03 Apr 20
       
      This can really hurt our students with that lack background knowledge obtained in white, christian, middle class society. Kanost
  • clear and understandable to everyone, including students
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      It is especially important that students know what the intended learning is! Unfortunately, too many students think grades are given to them by their teacher instead of earned by their work. When they don't know what is being assessed, this adds to that narrative.
    • tkofoot
      tkofoot on 05 Apr 20
       
      This is where it is important to have a clear rubric with student language. Students, even learning adults, need to have guidance on why they are learning so they can be assessed accurately.
  • Reasoning targets
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      This is an area I feel like we don't capture as much as we should as teachers. It's the process over product idea!
  • appropriate balance of points in relation to the importance of each target
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      I'm glad to see a number of items for each target instead of just one or two in order to get a better understanding of the learning.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • parkerv
      parkerv on 03 Apr 20
       
      This chart is really helpful, I will refer back to it often. I like that it gives some of the rationale for saying it is a good match or not.
  • Specific, descriptive feedback
    • parkerv
      parkerv on 03 Apr 20
       
      This is so important. Feedback that is too general, not clear and/or not descriptive enough to lead to concrete actions on the students part limit their effectiveness as an instructional tool.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree. Providing complete and clear feedback in language the student can comprehend is key to helping them move forward.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • parkerv
      parkerv on 03 Apr 20
       
      The term assessment literate is a great term. Often is seems teachers don't get all the information they could from an assessment because they haven't sufficiently thought through this question. And then sometimes they are used to make decisions in inappropriate ways.
  • For each assessment, regardless of purpose, the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      This is something that I have been improving on and is not something I knew about when I first started teaching. I actually used to think that a good test was a simple repeat of information that I told the students during the unit. I wrote tests over the "facts" that I taught them. Wow, have I learned a lot. Now in my PLC we take the time to organize the learning targets and make sure that our assessments match the learning targets in our curriculum.
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jnewmanfd
      jnewmanfd on 04 Apr 20
       
      My administrator and I were just talking about something similar. We are trying to work on grading practices in our building. We both agree that students need multiple opportunities to show what they know and that assessments shouldn't be viewed as a one a done item that is checked off. We even got into the idea if a student is assessed once and gets a 58%, a second time and gets a 78% and third time and gets a 98% do you average all those scores, or do you think to yourself, "It took them three times but they finally go it, let's celebrate, here's your A"?
  • If we don't begin with clear statements of the intended learning
    • benrobison
      benrobison on 04 Apr 20
       
      In our district, there has been a major focus on writing clear, concise learning targets as "I CAN" statements to introduce learning. These are posted throughout the lesson, and are written out on the assessment for our kids. In my own teaching, it has really focused my attention to the task at hand, and I've eliminated a lot of the fluff I had in there previously. I'm only assessing the things I want them to learn/do...not the extra stuff that just kind of happened.
  • Performance skill targets, which ask students to use knowledge to perform or demonstrate a specific skill
    • benrobison
      benrobison on 04 Apr 20
       
      This is 75% of grading in PhysEd (well, at least our PhysEd program). We have gone away from sport-ed, and moved to almost completely fitness-based education. We grade on heart rate data, specifically time spent in the Target Heart Rate Zone. Our goal is to make competent movers to enhance health beyond the school setting.
  • they involve where and how teachers can improve instruction—next year
    • benrobison
      benrobison on 04 Apr 20
       
      This has been tough to do when results from assessments don't come back to us in a timely matter. Side note: Not that PhysEd is targeted area, but I'm so glad Iowa isn't a high-stakes testing state. I cannot imagine having that pressure on top of balancing all of the other things asked of us. I cannot imagine teacher morale being high.
    • leipoldc
      leipoldc on 07 Apr 20
       
      I agree - it is so tough to improve instruction - next time when the data arrives after instruction has begun. This makes the need for multiple types of assessment an vital part of the educational setting.
  • quality and balance
    • tkofoot
      tkofoot on 05 Apr 20
       
      What does quality and balance look like compared to the instruction?
  • through the use of clear curriculum maps for each standard
    • leipoldc
      leipoldc on 07 Apr 20
       
      The curriculum map needs to ensure standards are addressed at multiple grades levels. If standards are missed at a level, this needs to be communicated so we dont create gaps in our kids' learning. Gaps make for students who are insecure in their understanding and hesitant to try new ideas. :(
  • The assessor must begin with a clear picture of why he or she is conducting the assessment.
    • jessed44
      jessed44 on 07 Apr 20
       
      Teachers and students are both culpable in this 'teaching to the test' mode. My students will often ask if something is on the test, and if not, they show less attentiveness. And I think there may be some implicit pressure on teachers to emphasize the assessments we are to give. It really is sad.
  • e assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions? The assessor might use the assessment formatively
    • maryhumke
      maryhumke on 14 Apr 20
       
      In a data driven world, which I totally agree with, the data is only valid if the reason for the data is clear and understood.
  • Do the results provide clear direction for what to do next?
    • maryhumke
      maryhumke on 14 Apr 20
       
      This must be the purpose for data. What direction will come from the results? Otherwise, it becomes busy work.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • maryhumke
      maryhumke on 14 Apr 20
       
      Intersting it is not the same the same sampling of students.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think too often we are told what data to take but do not know why and don't have a genuine investment in the collection. How many teachers have been involved in taking data from an IEP goal and have no idea what the actual goal says.
  • No Child Left Behind (NCLB)
susanbrown87

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 4 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 02 Aug 20 - No Cached
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • dsunderman
      dsunderman on 02 Aug 20
       
      As an elementary teacher, I spend. so much time with my learners that I feel I can pretty accurately predict the outcome of the assessment. So the loss of instructional time is very frustrating. I know that middle school and high school teachers do not get as much time with their learners, so maybe this is not as true for them.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      This is a common concern for the majority of our elementary teachers as well. We have to have 5 data points (assessments) for every standard we are reporting out, in every subject area, per quarter. We feel like all we do is assess and we don't have enough time to actually teach what we need to be teaching in between assessments.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • dsunderman
      dsunderman on 02 Aug 20
       
      When do teachers have time to create a plan like this for each assessment? Our math series has something similar already laid out, but I won't lie I don't always have or take the time to look at it.
  • avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
    • dsunderman
      dsunderman on 02 Aug 20
       
      I struggle when writing multiple choice with not making the write answer obvious. I had not thought to highlight key directional words. I talk to my class about reading carefully and how one little word can change the question but I like the idea of highlight those words.
  • ...15 more annotations...
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • dsunderman
      dsunderman on 02 Aug 20
       
      This was a struggle when we suddenly went online in the spring. My students were so use to face to face feedback that I really struggled getting them to look at the feedback through Schoology. I plan to teach that skill right away this fall.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • dsunderman
      dsunderman on 02 Aug 20
       
      So true and ofter forgotten or overlooked.
  • a
  • The four categories of learning targets
    • bushb13
      bushb13 on 05 Aug 20
       
      We are required to post content and language targets each day. I really like how this puts learning targets in four categories and provides examples. This information would make it helpful when determining and writing the targets for each class period.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I agree. In addition, I think it would be helpful to look at the standard from the Iowa Core that we are trying to instruct or assess. The wording of the standard should help indicate which type of learning target it should be and therefore we need to make sure to teach and assess it accordingly. Often times, teachers will slightly tweak the wording in a standard to change it from a performance skill to a knowledge target.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • bushb13
      bushb13 on 05 Aug 20
       
      I know how important specific and descriptive feedback is for students to understand their mistakes and move forward. I use various forms of formative assessment, but struggle to be timely when the feedback must be very specific. In face-to-face classes, this can be done quickly. How can I be efficient with providing constructive feedback in an online course?
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • bushb13
      bushb13 on 05 Aug 20
       
      Figure 2 provides an efficient and helpful way to determine which type of assessment method is best for various types of learning targets. It would also be helpful for ensuring that you use various types of assessment methods on your classes.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I love this table. It clearly outlines the purpose for learning/type of learning target and aligns the assessment methods. I think this would be extremely beneficial to teachers who are in the process of writing assessments.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • bushb13
      bushb13 on 05 Aug 20
       
      In my school district, a student's ELA score on the Iowa Statewide Assessment of Student Progress (ISASP) is used to determine if a student is placed in an LA Support class. In a previous section, the article states that standardized test scores can serve functions related to student placement and selection. Does this mean it is okay to use standardized test scores to determine placement or that it isn't appropriate?
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I think you brought up a great point. We also use FAST and ISASP to determine placement in courses. However, when I read the bulleted statement that you highlighted, I interpreted it differently than course placement. In my mind, this was referring to a teacher using something like FAST CBM-Reading results (like a words per minute score) to determine placement in a small reading group during classtime. The FAST assessment is meant to screen students for possible reading difficulties. It is not meant to be used as a diagnostic assessment, which would be an assessment that could pinpoint specific gaps in the students knowledge. In reading this could be a decoding issue, a letter-sound correspondence issue, a phonemic awareness issue, etc. When making small reading groups, we would need to take into account much more information than simply words per minute from the FAST assessment to determine strengths and needs of a student.
  • assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      I believe that in my district, especially at the elementary level, we have the need to increase our assessment literacy. As an instruction coach, I am considering including this topic in professional development sessions in the future. Does anyone have suggestions for books, videos, speakers, or resources that would be beneficial for this task?
  • Students learn best when they monitor and take responsibility for their own learning.
    • erinlullmann
      erinlullmann on 06 Aug 20
       
      John Hattie's meta-analysis found that students self-reported their grades had an effect size of 1.33. This means that by self-reporting grades a student can more than triple the amount of learning in one year's time. When students truly understand what is expected of them, what success looks like, and they have tools to help them determine where they are at in the learning progression, they are more motivated and engaged in learning and therefore will learn more and achieve at higher levels. Knowing that though (and I'm coming from an elementary background) - how can we build this into our classrooms? What does this look like for kindergartners?
  • teachers must provide the results in a way that helps students move forward.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I think this step gets missed sometimes due to time constraints in the classroom when face to face. This is something I need to improve on, without it the assessment is essentially worthless. Online this spring I was able to give more specific feedback to all as they competed assignments.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      A few years ago we found ourselves testing 4 times a year and in some subjects 7 times a year. It felt like all we did was test and teachers were not using the results to drive instruction so the time was wasted. Whenever assessments are given the results are only worth the time if incorporated into instruction. The more we tested we found the students putting forth less effort and we didn't feel like the assessments were accurate representations of ability.
  • Students learn best when they monitor and take responsibility for their own learning.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      I agree with you, students learn more when they take responsibility for their learning. Any ideas on how to motivate them to do this? There are a few that jump up to the plate, its hard to get all to see the benefit.
  • assessment-literate teachers would not Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      In addition to the FAST score our district also looked at results from the NWEA test that was taken 3 times a year to plan interventions and group students.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • susanbrown87
      susanbrown87 on 07 Aug 20
       
      Often stakeholders do not see this. I wonder if going standards based would be beneficial to allow everyone to see the progress and success rather than just a number. This makes communication so important.
dsunderman

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...16 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I find it difficult to teach students to accept the assessment/constructive feedback given from peers and not take it personally. Some students hold back feedback to protect peers who are not open to help in this manner. It is definitely important to practice and provide lots of guidance for peer feedback.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • bushb13
      bushb13 on 17 Aug 20
       
      I know it is VERY important to provide descriptive and timely feedback. How do we do this when we have 150 (or more) students?
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      It is hard to give purposeful, descriptive feedback for all assignments students engage in. Online may make it easier to reach all depending on the time constraints or the number of students you have in classes.
  • Creating such a culture requires teachers to model these behaviors during interactions with students, to actively teach the classroom norms, and to build the students’ skills in constructive self- and peer-assessment.
    • bushb13
      bushb13 on 17 Aug 20
       
      It can be challenging to build a positive classroom culture when you are able to work with students face-to-face. I wonder what strategies virtual or online teachers use to facilitate this process...
  • They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • bushb13
      bushb13 on 17 Aug 20
       
      I love the idea of aligning the formative assessments with my identified sub-goals or sub-skills for an overall unit. I may not plan a formal learning progression for each big idea or concept, but I think this is a strategy I can implement in my lesson planning.
  • teachers must first identify and then communicate the instructional goal to students
    • bushb13
      bushb13 on 17 Aug 20
       
      I think this helps teachers and students. When you have to identify the learning targets or instructional goals of a lesson to the students, it requires you to take the time to determine the purpose or goal for each lesson, task, activity, etc. This helps you to determine if the lesson is really addressing the necessary learning targets.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      I think this is needed but not always done by teachers. There is much lost when students do not know upfront what the goal of a lesson or unit is. Teachers need to inform students of the why every time they teach so they know the purpose of learning.
  • Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment helps ensure that each student is doing the learning for themselves rather than relying on students around them to help with everything.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • jbuerman
      jbuerman on 20 Aug 20
       
      Formative assessment definitely helps personalize learning - students that have not mastered the subject are more apt to ask for help to understand the material.
    • susanbrown87
      susanbrown87 on 21 Aug 20
       
      Formative assessment is essential for teachers to improve learning and fill in the gaps of students.
  • a process
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is definitely a process to help students understand that the results should be informative to them and the teacher.
  • students will know whether they are successfully progressing
    • jbuerman
      jbuerman on 20 Aug 20
       
      Students take more ownership of their learning when they understand what the final goal is rather than just doing what the teacher says to do.
  • partners in learning
    • jbuerman
      jbuerman on 20 Aug 20
       
      This is great! Students can make huge progress in their learning when they understand that teachers are trying to help them learn!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
erinlullmann

ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php

shared by erinlullmann on 20 Aug 20 - No Cached
  • provide evidence that is used by teachers and students
    • joanmusich
      joanmusich on 20 Aug 20
       
      Assessment are not just for teachers to use, we must teach students to use them as well.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      I totally agree! This is a very often forgotten step in the process.
  • The students must be actively involved in the systematic process intended to improve their learning.
    • joanmusich
      joanmusich on 20 Aug 20
       
      The teacher is not the only one that uses a formative assessment, so we must teach the students to use it to improve their learning.
  • information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • joanmusich
      joanmusich on 20 Aug 20
       
      Teachers cannot make formatives so "fancy" that students cannot understand what they are being asked to do. Using both good and not so good examples is a great way to help students "see" what is expected.
  • ...7 more annotations...
  • the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
    • joanmusich
      joanmusich on 20 Aug 20
       
      I like this guide to give feedback: restate the goal, tell them what they did correct, point out where their work differed from the criteria, and then be sure to tell them how they can improve.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • joanmusich
      joanmusich on 20 Aug 20
       
      I feel that teaching students to take responsibility for their learning is a huge part of teaching. So much more success can be seen when students take that responsibility.
  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      A few important parts of this definition that stand out to me: *FA is used by teachers AND students - I'm not sure that every teacher is making sure that students are using formative assessments to improve their understanding. Are students invited in to the process? Are they given their assessments back to self-assess and self-reflect? *FA need to provide feedback - putting a grade on the top of a FA and then calling that feedback is simply not enough. How are we communicating to students / and how are students communicating to teachers with feedback? Are both parties using the information to make changes? *FA needs to provide feedback in order for adjustments to be made to teaching and learning. Is this happening in every classroom and with every FA? I don't think so. Often times, I see teachers who have a unit plan written in their grade books (today I will do this, tomorrow I will do this...). Even when they get FA data that suggests students are not understanding the material, the teacher still moves on to keep pace with the unit as it was laid out. Some of this is due to outside pressures to cover the content in a short amount of time. But some of it may be due to a lack of understanding on the teacher's part to how they need to adjust their instruction to meet the students' needs. *Finally, the goal of FA is to improve students' achievement of the intended outcomes. We have to look at FA as a navigation system for our destination. The route may be "recalculating" several times due to FA data, but if we use the data to help us, we can steer the learning back on course. *
  • formative assessment be regarded as a process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Another common misconception. I work with many teachers who struggle to move beyond the test or quiz. An assessment is something you give to the students for them to do. However, formative assessment can come in many forms and can happen throughout the lesson and the learning process. It isn't at the end.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal.
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      John Hattie discusses success criteria as well in Visible Learning. Students (and teachers) need to have a clear understanding and vision for what is expected for their learning. What is the end goal? What would that look like if the students was successful? I
  • Where am I going? Where am I now? How can I close the gap?
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      This is exactly what John Hattie talks about in Chapter 7 of Visible Learning.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process
    • erinlullmann
      erinlullmann on 22 Aug 20
       
      Students need to feel like learning is something that they are in control of rather than something that is being done to them.
susanbrown87

ollie-afe-2020summer: Building a Better Mousetrap - 2 views

moodlesw.aealearningonline.org/...view.php

shared by susanbrown87 on 10 Aug 20 - No Cached
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment.
    • jbuerman
      jbuerman on 10 Aug 20
       
      Rubrics are very helpful with student self-assessment. Students are able to clearly see what an instructor will be looking for while grading and can decide if they need to learn more or have enough.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree! Hattie rates student self-reported grades as the top influence on student performance and achievement. Wow! If we could create well-written rubrics and use them effectively with students, imagine the growth that could occur!
  • we ought to illicit student input when constructing rubrics
    • jbuerman
      jbuerman on 10 Aug 20
       
      I could see this being true sometimes - or maybe even as a review afterwards. Students could be used to provide feedback and improve the rubric.
  • General rubrics can be applied to various assignments
    • jbuerman
      jbuerman on 10 Aug 20
       
      These are nice, so students can see consistency across the board for certain types of assignments
  • ...15 more annotations...
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • jbuerman
      jbuerman on 10 Aug 20
       
      This is definitely an issue with rubrics. Once the criteria have been met - students stop working on the assignment and turn it in. I definitely like the idea of promoting creativity, application and going above and beyond to challenge students.
  • That is, does the rubric use the same critical vocabulary used in our instruction? Does the rubric encourage risk taking? Creativity? Self-expression?
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like these questions when you are creating a rubric. This may help with some of the drop in writing quality from good writers that follow the rubric.
  • Each score category should be defined using description of the work rather than judgments about the work.”
    • joanmusich
      joanmusich on 11 Aug 20
       
      I really like this. I think remembering to use descriptions not judgements will make it easier to write the descriptors in the rating scale.
  • give a dimension more weight by multiplying the point by a number greater than one.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I like the idea of multiplying to increase the value of a section. You can still have the same scale for each dimension, but multiplying one will show that it is of more improtance or entails more work. Plus, this puts math to work and as a math teacher, that's a plus!
  • some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • joanmusich
      joanmusich on 11 Aug 20
       
      I found this very interesting. I have never realized that using a rubric could backfire. We must be very careful not to impede great work through a rubric.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I can see how students would only do the bare minimum for a rubric. That's why writing a good rubric is so important. There may need to be different categories depending on expectations and not the same rubric used for all writing.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • bushb13
      bushb13 on 12 Aug 20
       
      It is important to provide clear expectations in Rubrics or other assessment tools so ALL students have an understanding of the task.
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It is very difficult to write an essay assessment for a professor when you have no idea what to include in the essay. When there are not clear expectations success is probable.
  • rubrics allow for widespread assessment of higher-level thinking skills, performance-based assessment is replacing or complementing more traditional modes of testing; this in turn means that teachers are changing their instructional modes
    • bushb13
      bushb13 on 12 Aug 20
       
      I do find that when I have determined rubrics can be used to assess certain tasks or projects the student work requires more higher-order thinking skills and I am changing the way I teach the content or facilitate the learning process.
  • the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined.
    • bushb13
      bushb13 on 12 Aug 20
       
      I was surprised to read this point. It seems like six levels of performance would be excessive and result in really nit-picky differences between the levels. Most examples don't have this many performance levels...
  • Steps in developing a scoring rubric
    • bushb13
      bushb13 on 12 Aug 20
       
      This section of the article makes the development of an effective rubric seem like a daunting task. I don't think I have ever done all of these steps when using a rubric with my students. This is very useful info, but really makes me wonder how often rubrics are used properly in a classroom.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I agree. This does seem like it would fit well with PLC work. I wish more of our teachers took the time to really evaluate their assessments and rubrics in this way. The conversations that would happen when following these steps would be very beneficial in bringing the team to a common understanding of expectations for student learning as well as expectations for student performance. But it always goes back to this - when do we have the time to do this?
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      The key here is "well-designed" and I'm not sure the majority of educators know or understand how to create well-designed rubrics. Often times we call something a rubric that probably wouldn't meet the rubric definition we've learned about in this class. I also like that the author defines meaningfully as consistently and accurately. Those are two descriptors that would definitely be goals of mine when I'm trying to assess a complicated task or assignment such as an essay.
  • “Meaningfully” here means both consistently and accurately
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      Any time students can be part of the process leads them to feeling some level of ownership and that ownership will most likely motivate them to do their best. When students create the rubric and have a say in the assessment process, they would have to fully understand the concept and the expectations. That deeper level of understanding would hopefully cause them to do better on the assessment than if they didn't have a part in the process because they have internalized it and understand it at a deeper level.
  • Well-designed rubrics, though, should not do this
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I'm starting to second guess myself and my ability to create a well-designed rubric. I wish the article gave us an example of a well-designed rubric and a poorly designed rubric at each level of schooling. Those examples and non-examples would really help me understand more clearly the difference between rubrics that this article is referring to.
    • erinlullmann
      erinlullmann on 15 Aug 20
       
      I do like that at the end of the article there are specific tips for creating rubrics, but I really wish there were examples.
  • Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      I think this is important to ask, it may not help all students learn best using a rubric. Are we being cognizant of different learning styles? How often do we ask ourselves if the assessment we're using helps students become a better citizen?
  • Can different scorers consistently apply the rubric?
    • susanbrown87
      susanbrown87 on 17 Aug 20
       
      It will be interesting to see how we all compared with the rubric we made for the essay we assessed about the cities. Discussing grading with colleagues, there are many views and even with a rubric I think it would be hard to be consistent among different teachers.
dsunderman

ollie-afe-2020summer: Building a Better Mousetrap - 0 views

moodlesw.aealearningonline.org/...view.php

shared by dsunderman on 10 Aug 20 - No Cached
  • In short, well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I agree that well written rubrics can make grading much easier. If this is the short version of this statement, I would had to see the long version :)
  • However, given their association with standardized assessment and the dangers of those that are poorly designed, rubrics are not without their critics
    • dsunderman
      dsunderman on 10 Aug 20
       
      My grade level tries to use rubrics to grade writing assignments. I know we need to work on these as they do not really make grading easier, i'm thinking they fall into the poorly designed category.
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I try to use rubrics for scaffolding. I share them with my students at the beginning of the assignment. I struggle with making sure we look at them throughout, so that they are truly useful.
  • ...2 more annotations...
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • dsunderman
      dsunderman on 10 Aug 20
       
      I can see this happening. We you look at the works of published authors (for me I am thinking of kids books) they often don't follow the mechanics of writing that we force kids to use.
  • An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
    • dsunderman
      dsunderman on 10 Aug 20
       
      As a teacher I struggle to know for sure what I am looking for with these "detailed" description. I feel students would also struggle.
joanmusich

ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aealearningonline.org/...view.php

Rubric

shared by joanmusich on 03 Aug 20 - No Cached
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results
    • jbuerman
      jbuerman on 03 Aug 20
       
      Multiple questions to ensure the learning target has been met. Should not be distracting questions that are not focused on the learning target.
  • noise distractions
    • jbuerman
      jbuerman on 03 Aug 20
       
      This makes me wonder about students that may be taking tests at home this year - do they have a quiet space for this?
  • teachers need to write learning targets in terms that students will understand
    • jbuerman
      jbuerman on 03 Aug 20
       
      Learning targets should be simple statements and not the big standard - for example, the state standard. Also parent friendly language through grading programs
    • joanmusich
      joanmusich on 05 Aug 20
       
      I totally agree! Some standards, I do not even understand what it is saying. How would we expect kids to get it? And if they cannot understand the first thing given to them for a new unit, they may be immediately turned off.
  • ...5 more annotations...
  • The classroom is also a practical location to give students multiple opportunities to demonstrate what they know and can do, adding to the accuracy of the information available from that level of assessment.
    • jbuerman
      jbuerman on 03 Aug 20
       
      The 'classroom' will be broadened a bit this year - I will have to be taking notes and recording online conversations to ensure I am assessing properly what a student knows.
    • joanmusich
      joanmusich on 05 Aug 20
       
      Up above it talks about "Who is the decision maker?" This statement really says that the teacher need to be involved with all decisions. It is very difficult for others to look at a test score and just make a decision when they may not even know the student.
  • instructional hours sacrificed
    • joanmusich
      joanmusich on 05 Aug 20
       
      And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!
  • by explaining why you think that will happen."
    • joanmusich
      joanmusich on 05 Aug 20
       
      Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results.
    • joanmusich
      joanmusich on 11 Aug 20
       
      A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.
  • In such an intentionally designed and comprehensive system, a wealth of data emerges.
    • joanmusich
      joanmusich on 05 Aug 20
       
      It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.
anonymous

ol101-2020: Iowa Online Teaching Standards - 9 views

moodlesw.aealearningonline.org/...view.php

shared by anonymous on 09 Jun 20 - No Cached
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because having your course evaluated gives you valuable information to guide your next attempt. Reading through the student feedback of the course helps to know what you are doing right and what needs to be changed or tweaked to help students be successful.
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      Student feedback is essential. What do you use to get their feedback? I use either Google Forms or SurveyMonkey.
  • Designs the structure of the course and the presentation of the content to best enhance student learning, including using unit/lesson overviews and reviews, using patterns in lesson sequencing, and using appropriate visual web design techniques
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because it encompasses the purpose for facilitating student learning, the goal. I like how it reminds me of all the components needed to ensure student success.
  • ...61 more annotations...
  • Understands the differences between teaching online and teaching face-to-face
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa After being thrust into online learning in the spring, I learned this is vitally important. I am still learning how to be an online teacher, the preparation it takes, and how essential communication is with the student and his or her family.
    • ravelinga
      ravelinga on 17 Jun 20
       
      I agree, this summer has really opened my eyes to how important it is for a teacher to learn how to teach online. One of the most important parts is having consistent structure and clear expectations at the start.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      This is something that I am learning more about and believe is extremely important. What might work well in the classroom may not work as well online. Finding the best practices for the environment is essential to making sure the students are successful.
    • kshadlow
      kshadlow on 09 Jun 20
       
      I chose this criteria because it seems like a no brainer, but I realized after I started teaching a blended class how many little things are actually big differences between online and F2F courses.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation (Varvel IV.A, ITS 3.b)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      This is important. I can see myself creating a screencastomatic video as an intro to each of my classes in order to meet this criteria.
    • jgeissler
      jgeissler on 12 Jun 20
       
      Moodle_iowa This is a good one. I have always known the "course syllabus" in my head, but especially next year, it would be super helpful to give a course syllabus to families. In the case that we do have to move online for a period of time, families could see where we are going like a roadmap to help their children achieve success.
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa I agree, Jill! It gives families a roadmap, and if we have to suddenly switch modes, it is already in place. It will take some time, but the preloading should help in the long run.
    • ravelinga
      ravelinga on 17 Jun 20
       
      This is something that I need to do a better job with in all my classes. This summer I have been working on updating and improving my class syllabus to be a much better overview of the class and showing what is expected of them throughout the course.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to be better about posting and discussing learning outcomes before every lesson I teach.
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      Identifying the objectives can be easy for a teacher to do but the communication piece is more difficult. Students need to see what does that objective mean and what should it look like.
  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      This is where teaching online can sometimes be beneficial as long as you provide various ways to learn--videos, text, using text speak, etc.
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      Agreed! This is super important to meet the needs of all of our students!
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa Yes! I think it calls for collaboration with specialist teachers to be sure we are providing the accommodations needed.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Visual graphics and videos for visual and auditory learners. Checking in with and offering office hours and extra support for students who may need this. Accommodations for students with disabilities or other needs.
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • lfinn16
      lfinn16 on 21 Jun 20
       
      I think this is very important in the classroom and online. When students collaborate they can share knowledge and learn from one another.
    • pbenezra
      pbenezra on 21 Jun 20
       
      Allowing students to do their own PowerPoint presentations of lesson material. Always letting students ask questions which are answered during Zoom meetings.
    • anonymous
      anonymous on 25 Jun 20
       
      I feel this is the part that can be missing in online learning. How do you get collaboration and provide a safe environment. As the instructor, do you need to be involved in every interaction between students? Yes when you are dealing with younger students. I am still looking for tools that allow collaboration with adult supervision.
  • 5. Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction (ITS 5)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      In order to make an attempt to combat "cheating" in an online course, developing authentic assessments is crucial.
    • olga1203
      olga1203 on 15 Jun 20
       
      Just as in a F2F classroom, a variety of assessments should drive instruction. Assessment is important for both teacher and students.
  • 7. Engages in professional growth (ITS 7)
    • tracyweber34
      tracyweber34 on 09 Jun 20
       
      The OLLIE courses are perfect for this!!!
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      Exactly what I was thinking!
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
  • Has experienced online learning from the perspective of a student
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This is a big one because then you can relate to how the students are feeling. Learning a new LMS can be frustrating and take time, so being able to experience that yourself and then apply that to what the students are feeling can help. I also think taking online courses helps you face many struggles students might have (such as being afraid to ask questions or participate). Again, you are experiencing the struggles students might have, which I feel back benefit the teacher by knowing what these struggles might be beforehand,.
  • Assists students with technology used in the course
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      If we expect our students to use the technology, we need to be able to help them use it! I had one student this past spring who was confused on what I was trying to explain on our LMS. I ended up video taping myself and showing him what to do, and he LOVED it. It was good that I was familiar with the LMS and could then show him myself what to do. If a teacher can't assist the students with the technology they expect them to use, then they shouldn't be using it.
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      During the first week of online learning, I had an instructional Zoom meeting with my students and walked them through the "Instruction to Seesaw Tools" Activity that was going to be assigned. I "shared" my computer screen so that they could see me pointing out, describing, and using each feature on my "Sample Student" account. This was well worth my time because it explained to them how to use the tools and turn in their work on SeeSaw. I also told my students that they could ask me questions in the comments space for each assignment .When they had any questions, I would reply back to them that way and then they could finish up their work.
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      Many times we assume that students know how to use a computer lesson and how to read the expectations. Helping them to be able to use the programs will increase their success.
  • Understands student motivation and uses techniques to engage students
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This is essential!!!! I wanted my students to still know and feel like I was their teacher and I think it is important for any teacher to do this. Students still need to know we care and want to help them become better learners. I believe keeping in touch with my students daily/weekly was vital in their success this spring.
    • pbenezra
      pbenezra on 21 Jun 20
       
      In our Zoom classrooms I always try to greet each student as they enter, to check in how they are doing and whether or not I can hear them and they can hear me.
    • mstoner31
      mstoner31 on 22 Jun 20
       
      Students need interact with their peers as well as their teachers. Teachers should provide opportunities for students to interact, as is appropriate. Weekly class meetings give the students a chance to see each other and to catch up.. This was very important--especially to our littlest learners during the spring 2020 shut down.
  • Understands student motivation and uses techniques to engage students
    • spaulsonsjcs
      spaulsonsjcs on 11 Jun 20
       
      This stuck out to me because this is something I tried hard to do with my students this spring. I knew that I had to find ways to motivate my students to do the work, and I would reach out to them individually to keep them motivated. I want to make sure I am keeping my students engaged when learning online and I am hoping I will be able to find more ways to do this if we have to continue to teach online this next school year. I think it is essential for motivation and engagement so our students still want to learn.
    • jgeissler
      jgeissler on 11 Jun 20
       
      You are SO RIGHT! In the classroom I can come up with incentives and I have a full toolkit for that....but last spring, I was struggling with online. Looking at the Maslov pyramid maybe the kiddos were stalled at the second step 'safety needs-security'. There was a lot of scary stuff on the news and through some reflections the kids that I didn't think would be bothered were really worried about the world. :( (Also, I can imagine being a middle schooler and being separated from my friends---ewwwwww!!!)
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I agree Sam. Keeping students motivated and engaged online may be hard. I don't think the being on technology will be hard for us to do, as they love to game and talk to their friends. However, keeping their attention and focus on educational curricular might be a whole other ballgame.
    • vonderhaar
      vonderhaar on 22 Jun 20
       
      I think it also helps to motivate students when they know the "why" in learning. Why is it important for us to know and why are we doing it. I think this is a little harder to get across in online learning. I know I did not do that as we were running a little blind this spring with the Covid situation. I need to improve in my directions to help students be more motivated about the work.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • jbuerman
      jbuerman on 12 Jun 20
       
      It is essential that a teacher understands the content and is confident in their ability to teach it. If a teacher is not competent in the subject and hasn't taught it before, it would be difficult to teach an online course. I think one of the best ways to learn as a teacher is to see student's reactions face to face & learn along with them. This would be harder to do in an online setting.
    • dostera5
      dostera5 on 22 Jun 20
       
      It is extremely important for the teacher to understand the content, so they can teach it effectively to their students.
  • Utilizes a course evaluation and student feedback data to improve the course
    • jbuerman
      jbuerman on 12 Jun 20
       
      Teachers should always be willing to improve on their craft. Reflection should be from all stake holder's - parents, students and the teacher themselves. Especially as we do this for the first time - feedback can only make things better.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Gathering data and feedback from students and others to improve your course and teaching skills I feel is best practice. Teachers should always want to improve their teaching and want to make their course better. Not every student learns the same way, so what worked the first year may not work the next.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      If teachers don't use a course evaluation or ask for student feedback how do they know what went well or needs improving in the course. All teachers should want every student to succeed. It is important to welcome feedback and be willing to make changes that will improve a course.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to make it a priority to collect feedback from my students.
  • Selects and uses technologies appropriate to the content that enhance learning
    • jbuerman
      jbuerman on 12 Jun 20
       
      Content can sometimes look fun, but might be challenging for students to do. Their internet might be slow or their computer is not working right or it requires a program that they don't have loaded. These issues make the student focus more on the computer than on the learning at hand.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I agree with this standard. I love how it says appropriate to the content to ENHANCE LEARNING. Many times I observe technology use from other teachers as fluff and used just to be used. There is not a purpose or application to the students' learning. It is just in there to pass the time. Technology is a tool, and this tool should engage, foster learning, and encourage application of skills. Not to play a game, watch a video or movie, or just fill time.
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I think this is a huge standard. I find myself sometimes using technology just to use it. It needs to enhance the learning instead of just there.
    • dostera5
      dostera5 on 22 Jun 20
       
      This standard stick out to me because the technology I choose for my students should be appropriate for their age and the skills/strategies they are learning. I want the technology to be effective and not just being used to use it.
  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • jbuerman
      jbuerman on 12 Jun 20
       
      Students are very social learners. Many of us have collaborative activities that they do in a face to face setting. It is important that we keep these social activities in an online course as well. Learning is definitely more fun with others!
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      I have never really thought about this as being a standard in an online class. After taking a couple of classes myself, I can see the benefits of creating a community of learners and bringing in the social aspects for my online learners.
  • Selects and understands how to evaluate learning materials and resources that align with the context and enhance learning
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Learning to evaluate material is important because the internet has multiple sites with different information. My class researches saints every year and I have specific websites I ask them to research with because not all the sites are accurate. I have had to complete my own research in order to lead them to more accurate sites.
  • Has knowledge of and informs student of their rights to privacy and the conditions under which their work may be shared with others
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Teaching students about being safe online and making certain they understand their own rights as well as the rights of others is extremely necessary. In our society, we have the rules of the road to follow and explicit classes for students learning how to drive. This standard jumped out to me because I feel there are not a lot of parents ensuring their child is safe online.
  • Provides opportunities that enable student self-assessment and pre-assessment within courses
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" At our school we are teaching the students about Growth Mindset and using self-assessment is key. Students understanding what they are failing at and learning how to fix it is a part of moving forward in their education. Using pre-assessments allows students to move above and beyond their strengths and to work on their not as strong areas with more practice.
    • conradam4
      conradam4 on 22 Jun 20
       
      I like the idea of allowing students to self-assess as well. This gives them to really reflect and be more active in their learning.
  • Sets and models clear expectations for appropriate behavior and proper interaction (
    • teacherin12
      teacherin12 on 14 Jun 20
       
      "moodle_iowa" Being able to explain your expectations is important because it sets the tone for the entire class to be more successful. Whenever we were talking online I reviewed expectations to have better conversations that were helpful and inspired others.
  • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication tools (chat, email, web 2.0, videoconferencing, webinar, whiteboard, etc.) (SREB B.3, Varvel III.B)
    • nkrager
      nkrager on 15 Jun 20
       
      Teachers must be able to set up a course online successfully using the necessary tools. It seems that some think you can just a F2F class and put it online. There is a lot of prep work that goes into doing this successfully and knowing what resources/tools are out there is vital for success.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      Definitely. I am feeling more and more unprepared as I learn what is needed to make online course work and all the resources available.
    • anonymous
      anonymous on 19 Jun 20
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting.
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      It is so important to be knowledgeable and have the ability to use computer programs required in online learning! This is exactly why I am taking this course! I need to be more knowledgeable.
    • anonymous
      anonymous on 25 Jun 20
       
      If you have ever had a face-to-face course or online course that the instructor was struggling to show, share or run something you know that impacts the effectiveness of the learning. I have had that experience and tend to focus on the problems instead of the content. I understand that technology doesn't always work but not knowing how to use it can be very distracting. on 2020-06-19
  • Aligns assessment with course objectives (SREB I.3, Varvel VI.C, ITS 5.a
    • nkrager
      nkrager on 15 Jun 20
       
      Hopefully this takes on the same importance as it does in a F2F classroom. Our assessments should align with the content we are teaching and finding ways to best assess this is critical.
  • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • nkrager
      nkrager on 15 Jun 20
       
      This is so important in the online world. We want our students to know that we are "with them" and paying attention to them, just as we would be in a F2F class. This can actually be more time consuming as we may need to address each student individually to motivate, prompt, encourage, guide, etc and it will take longer than it would in a F2F setting. Feedback is so important in all settings!
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • dsunderman
      dsunderman on 15 Jun 20
       
      It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
    • conradam4
      conradam4 on 22 Jun 20
       
      I need to be better about posting and discussing learning outcomes for every lesson I teach.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Providing timely and constructive feedback can help student become stronger learners.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      Timely feedback is very important. I remember as a child I would ask when the test was being passed back, just so I know how I did on the test. I still have students asking me when I will grade something or have a comment back to them by. I always tell my students I am available 24/7 via email for their programming needs, but sometimes they just want a quick check on their work. It is that constructive feedback that I feel needs to be precise and to the point, so they understand what you are asking of them and what they need to do to get the grade they are searching for.
    • dostera5
      dostera5 on 22 Jun 20
       
      Providing feedback is so important for the student. It is even more important that the feedback is given in a timely manner. This is one way to build a rapport with the student, and make sure they are understanding the content being taught.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • dsunderman
      dsunderman on 15 Jun 20
       
      This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      This is something I need to improve on
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      This is something that assessments, quick checks and tickets out the door will allow us to check what the students know and what I need to do to make sure they will understand later.
    • ravelinga
      ravelinga on 17 Jun 20
       
      This is an effective strategy for any teaching style. Sometimes when students are not understanding the content, the teacher needs to look back at how the content was taught and make a change. Also, if an instructional strategy is not effective there should be reteaching as well.
    • lfinn16
      lfinn16 on 21 Jun 20
       
      This is essential to online and classroom instruction. It is always important to use data to drive instruction. By looking at data one can see if the students are understanding what is being taught.
  • Creates and implements a variety of assessments that meet course learning goals and provide data to improve student progress and course instruction
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      I think this is important and something I do
  • Engages in professional growth
    • mdaniels44
      mdaniels44 on 15 Jun 20
       
      I think a teacher should always want to learn and become better.
    • bhauswirth
      bhauswirth on 24 Jun 20
       
      This is what I've been saying all along. Teachers need to continue to learn in order to continue to provide the best practices for students
  • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core
    • olga1203
      olga1203 on 15 Jun 20
       
      This is important because without the alignment we will end up with arrows pointing in random directions instead of one common goal.
    • bonnieingersoll
      bonnieingersoll on 17 Jun 20
       
      It will be even more important this year to consider the district's standards. Our time will be very valuable since we have gaps to fill in from last year.
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      This is very true. We will probably need to look at previous grade's standards as well as our own since our students missed a third of the academic school year.
    • ljjohnson
      ljjohnson on 21 Jun 20
       
      This is especially relevant due to the online learning that needed to be done this past spring. The teachers at our school will need to meet and discuss what standards were not met for each of our classes and make adjustments.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • olga1203
      olga1203 on 15 Jun 20
       
      Learning is social. Collaboration and interaction help examine own understanding including misconceptions and deepen the knowledge and skill.
  • Has knowledge of learning theory
    • olga1203
      olga1203 on 15 Jun 20
       
      Theory is the basis of all the practical decisions that we make. Without a thorough understanding of the theory behind online learning, it would be easy to go astray. (True for everything else!)
  • safe environment
    • olga1203
      olga1203 on 15 Jun 20
       
      Maslow's hierarchy!
  • Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2)
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      As a computer science teacher and technology coordinator, I feel that it is important to know the content that you are teaching before you try to teach it to the students. Which also may mean you need to be certified to teach that content area, or have some background with the curriculum (as in Iowa you do not have to have a Computer Science degree to teach computer science, yet) However the most important asset of this standard is the assistance we should provide to students.
  • Has experienced online learning from the perspective of a student
    • Dee Hamlett
      Dee Hamlett on 15 Jun 20
       
      I feel that all four of these sub-standards are critical to the professional growth of any teacher who is teaching an online course. Teachers need to stay current with technology, network with peers, and apply learned knowledge and skills to improve best practices.
    • ravelinga
      ravelinga on 17 Jun 20
       
      I agree, one the best learning experiences for me was taking these classes and being a student again and seeing instructional strategies for a student's perspective. Going into next year, I have already implemented changes to my classes because of my experience as a learner and a student.
    • pbenezra
      pbenezra on 21 Jun 20
       
      This is what we are doing on this course. I also get this experience somewhat when I am in an online Professional development meeting at my school.
    • joanmusich
      joanmusich on 24 Jun 20
       
      It is very important the a teacher has went through an online class (or 4) so they have a good idea of how it works, what a student goes through, where hang-ups occur, and just to know, it is easy to get stuck.
  • Communicates assessment criteria and standards to students, including rubrics for student performances and participation
    • mgadient
      mgadient on 15 Jun 20
       
      moodle_iowa This is definitely an area that we use in face-to-face teaching, so I would expect that it would be included and important to online teaching. It is good for students, and teachers, to know the expectations that are needed for an assignment, assessment or project. It is a guideline to follow until you reach the desired product or learning objective.
    • anonymous
      anonymous on 19 Jun 20
       
      Communication within online courses is more difficult. It can be difficult to share in detail the expectations and answer many questions as you can in a face-to-face classroom. Clearly stating assessment criteria and providing some kind of framework. like a rubric, is important to a successful learning experience.
  • Applies research, knowledge, and skills from professional growth to improve practice
    • olga1203
      olga1203 on 15 Jun 20
       
      It is equally important whether we are teaching F2F or online. A teacher is a lead learner. We set the example, we learn, we reflect, we improve our practice. The key here is to incorporate the new learning. We simply cannot afford to attend PD sessions and never put new learning into practice. That would be malpractice!
  • Demonstrates competence in planning, designing, and incorporating instructional strategies
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I believe teachers are lifelong learners. This standard is something that teachers will continue to do when their online/blended courses develop.
  • Understands and uses data from assessments to guide instruction
    • bhauswirth
      bhauswirth on 16 Jun 20
       
      I stated this above that data from formative assessments need to drive instruction. Then you adjust to enhance student learning.
  • Demonstrates growth in technology knowledge and skills in order to stay current with emerging technologies
    • pammason
      pammason on 19 Jun 20
       
      This should be a given with online teaching and is exactly why I am taking this class, to grow my tech skills and knowledge. This field changes so quickly , one must always be growing and adding skills to stay effective.
  • Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students
    • pammason
      pammason on 19 Jun 20
       
      This is interesting because in our brick and mortar classrooms we can often have other teachers that work with some of our students due to special education needs, physical needs, or language needs, but in an online classroom you are the only teacher. Makes me wonder if online teachers ever have these types of people as resources.
  • Networks with others involved in online education for the purpose of professional growth
    • pumphreyk
      pumphreyk on 19 Jun 20
       
      I know that networking with others involved in online education is vital for me because I am so new to online learning.
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
  • Creates or selects multiple assessment instruments that are appropriate for online learning (SREB H.1, Varvel VI.C)
    • ljjohnson
      ljjohnson on 22 Jun 20
       
      This is important because some students perform better through different ways. For example, I would have some assignments that required oral or typed answers, some required drawings, and some required the students to take a picture of an item that represented the lesson we were learning. Depending on the assignment, the students could pick the way they wanted to use for their answers.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • dostera5
      dostera5 on 22 Jun 20
       
      It is important for a teacher to use data to drive their instruction. This way the teacher can pin point where the student needs help.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well
    • mstoner31
      mstoner31 on 22 Jun 20
       
      This hits me where I live. It is so important to not just "talk the talk" about photocopying music but to actually share with the students my understanding of copyright laws concerning music photocopying. Thankfully I have purchased a program that I can use in the classroom and can copy as needed.
  • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching
    • mstoner31
      mstoner31 on 22 Jun 20
       
      It is important for educators to meet the standards set forth by the state to protect the students, ensure their education and prepare the students for their future. As education and society evolve, educators will be required to demonstrate their mastery of technology as well as their specific field of study.
  • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c)
    • conradam4
      conradam4 on 22 Jun 20
       
      I'm a data girl. Love seeing the data on new instructional practices and love using data to inform future instruction.
  • • Knows the content of the subject to be taught and understands how to teach the content to students
    • mstoner31
      mstoner31 on 22 Jun 20
       
      The state has adopted requirements for teachers to protect our students, to provide the best trained professionals for our schools and to insure appropriately licensed teachers are leading classrooms. When I was first in Iowa, it was quite a battle to obtain my endorsements. Reciprocity between Illinois, Iowa and Nebraska didn't exist and my administrator went to the wall for my licensure.
  • Selects and uses technologies appropriate to the content that enhance learning
    • Val Rosenthal
      Val Rosenthal on 23 Jun 20
       
      This has been a challenge for me. I feel like I'm always looking for the best technologies to enhance my content but they change so fast that it is difficult to be committed to one. I continue to read blogs and other math posts to learn more about math technologies.
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      We have had to address students that have been using technology inappropriately and each case is dealt with on an individual basis. It is very important to have policies and procedures in place to ensure students learn from their misuse and don't do it again.
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • sara_hazel
      sara_hazel on 23 Jun 20
       
      When I read this one it make me think of the online learning this spring and the video conferencing that was taking place. We were reminded to dress appropriately, not to conduct conference in private rooms in our house, and not to have a one on one video conferences with a student. It was important to demonstrate ethical conduct.
  • , managing conflict (Varvel VII.D, ITS 6.e)
    • bhauswirth
      bhauswirth on 24 Jun 20
       
      Throughout the courses I thought this was something that only face to face courses need to provide, but that is not true. It's crazy how much being personable and providing that safe environment on and offline.
  • Selects and uses technologies appropriate to the content that enhance learning
    • bushb13
      bushb13 on 24 Jun 20
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
    • bushb13
      bushb13 on 24 Jun 20
       
      This is a concern because it takes quite a bit of time to research and implement different types of technology. Is this just an expectation? Should school districts provide more training/instruction on the various types of technologies?
  • Networks with others involved in online education for the purpose of professional growth (
    • bushb13
      bushb13 on 24 Jun 20
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
    • bushb13
      bushb13 on 24 Jun 20
       
      This is an interesting standard...when should this occur? Who organizes this type of networking for professional growth?
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • bushb13
      bushb13 on 24 Jun 20
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
    • bushb13
      bushb13 on 24 Jun 20
       
      Is there a list of resources/instruments for formative and summative assessments available? How many types should be used in a class? Are there some assessments that are better suited for high school students in the online environment?
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (
    • bushb13
      bushb13 on 24 Jun 20
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
    • bushb13
      bushb13 on 24 Jun 20
       
      The online instructor is expected to demonstrate techniques to deal with inappropriate use of technology by students. Is it the teacher's responsibility to find the techniques or software and discourage inappropriate use? Or, does the technology department in a school district find the techniques and the teachers use them?
  • Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
    • joanmusich
      joanmusich on 24 Jun 20
       
      Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
  • knowledgeable and has the ability to use computer programs
  • to use computer programs required in online education
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