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Contents contributed and discussions participated by ajmoss80

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Article(s): Self- and Peer-Assessment Online - 0 views

moodlesw.aealearningonline.org/...view.php
shared by Gina Rogers on 31 May 21 - No Cached
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback
    • ajmoss80
      ajmoss80 on 31 May 21
       
      It is interesting how many times in this course the idea of a supportive "classroom culture" comes up. A positive culture that encourages risk-taking and does not penalize "failure" is very important to getting the most out of self- and peer-assessment.
  • students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • ajmoss80
      ajmoss80 on 31 May 21
       
      Student goal-setting is something I've not tried in my classroom, but I am intrigued by it. To me it seems this would most successful within a scaffolded structure of teacher-provided "big-picture" goals. The student would then provide some "mini-goals" to work toward.
  • they need to be taught strategies
    • ajmoss80
      ajmoss80 on 31 May 21
       
      This is a key statement. Students don't automatically know how to monitor and assess their own learning. It is a skill that can and must be taught.
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  • Represent a student's progress over time
    • ajmoss80
      ajmoss80 on 31 May 21
       
      This is probably my favorite characteristic of a portfolio -- how they show progress over time. It is instructive and just plain fun to view growth at the end of the course by viewing a portfolio of work. So often, it is difficult to see growth on a day-by-day basis. But when one steps back and takes a long-term view, growth is plainly evident.
  • with instructions
    • ajmoss80
      ajmoss80 on 31 May 21
       
      When I have utilized peer-assessment in the 9-12 level, the most success I had is when I gave the group direct instructions and a time limit. For example, I might tell them they have 7 minutes "on-the-clock" to read their partners introduction, followed by 7 minutes of discussion. Then we move on to the next section. This helps the group stay focused and on-task, rather than giving a 40 minute block of time to just "peer-review" and give no other direction.
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ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aealearningonline.org/...view.php
shared by mhoekstra86 on 25 May 21 - No Cached
  • 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!
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  • 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.
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ollie-afe-2021: Building a Better Mousetrap - 0 views

moodlesw.aealearningonline.org/...view.php
shared by mcairney on 17 May 21 - No Cached
  • 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.
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  • 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.
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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
  • 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.
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  • 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...)
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ol101-w2021: Iowa Online Teaching Standards - 2 views

moodlesw.aealearningonline.org/...view.php
shared by slove517 on 10 Jan 21 - No Cached
  • 3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3) • Identifies and communicates lea
    • ajmoss80
      ajmoss80 on 14 Jan 21
       
      This, along with standard 4, is perhaps what I'm the most concerned about. As a classroom teacher, I knew that my 1st hour didn't always get the best version of me for the day -- which sounds horrible -- because I was also learning as the day went on. I was learning what strategies worked the best to help kids learn. So often my last period of the day looked very different from the first period. What I realize in my new position is that I have less iterations -- less opportunities -- to adjust "on the fly". So more front-loading and preparation has to occur on my part. The inability to course-correct easily has me nervous. Thus, I must improve my planning and designing skills.
  • Understands student motivation and uses techniques to engage students
    • ajmoss80
      ajmoss80 on 14 Jan 21
       
      I appreciate what was taught in the corresponding lesson to this assignment -- that online learners are still normal humans with normal human needs according to Maslow. I think so often we take that for granted -- assuming that just because content is posted "online", that students can automatically find it to be an enriching learning experience. Unfortunately, I've had too many poor online learning experiences -- I know that it doesn't just "happen". I think that this criterion is underrated by many who profess to be online "teachers". I need to improve in this area.
  • Maintains an online social presence that is available, approachable, positive, interactive, and sincere
    • ajmoss80
      ajmoss80 on 14 Jan 21
       
      This is so critical for a positive online learning experience -- the feeling of connection to other humans. It doesn't occur as organically as it would in a traditional face-to-face classroom environment. So it needs to be planned-for and developed. I already appreciate the weekly video posts -- just so I can see my instructor "in-person" -- it lends such a more welcoming feel to the course. It makes me feel that I am not alone in this journey.
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  • Sets and models clear expectations for appropriate behavior and proper interaction (
    • ajmoss80
      ajmoss80 on 14 Jan 21
       
      This is another great example of something I would automatically expect in face-to-face instruction, but I think is largely taken for granted in an online space. There should be norms of behavior online, just as there are norms of behavior in a classroom to promote respectful dialogue.
  • ajmoss80 on 14 Jan 21
     
    "3. Demonstrates competence in planning, designing, and incorporating instructional strategies (ITS 3)"
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