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Contents contributed and discussions participated by Barbara Day

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Barbara Day

Article(s): Self- and Peer-Assessment Online - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Barbara Day on 31 May 16 - No Cached
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This key no matter what the age of the student.  If it's not a safe environment, no one will take the risk to put themselves out there.  It is important that honesty, kindness and respect are the standard.
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      This has to be done with care. It can a great way to clarify expectations, and establish goals, but you must be careful that a student doesn't use it to limit their effort.  In other words, in order to do just enough to get the grade, but not to grow.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      The advantage of a portfolio is that creates a bigger picture of how the student is doing, since it is work collected over time.  It's a great way to prompt dialogue and feedback between the student, teacher, and fellow students it may be shared with.
  • ...6 more annotations...
  • Preparing students for self or peer assessment
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Not only does it need to be modeled, but students need multiple opportunities to practice the self and peer assessment beginning early and throughout the class. 
  • The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above. Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      To be honest, I'm a little hesitant when it comes to peer grading.  It must be carefully implemented so as to avoid any type of bullying situations, and to avoid anyone feeling that they are the outsider.  It must be a safe environment.
  • students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using
  • Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      Practice makes perfect.
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Barbara Day
      Barbara Day on 01 Jun 16
       
      In fact, it works better if it is not about self-grading.  Then perhaps they will not feel as conflicted and concerned about the teacher expectations.
Barbara Day

ollie_4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aeapdonline.org/...view.php

shared by Barbara Day on 25 May 16 - No Cached
    • Barbara Day
      Barbara Day on 28 May 16
       
      Tempting as it may be to plan an entire unit, using the formative assessment is imperative in helping you to decide how best to move your student's learning toward the goal.
  • 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.
  • timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • Barbara Day
      Barbara Day on 28 May 16
       
      Using formative assessment in this constructive problem solving approach is really important.  By giving students explicit feedback, and helping them to develop a plan for improvement, we not only make success possible, we make it probable.
  • ...1 more annotation...
  • lternatively, feedback could be given using a format such as “two stars and a wish,” which provides a structure for a student to identify two aspects of the work that are particularly strong (stars) and one aspect the peer might improve (a wish).
    • Barbara Day
      Barbara Day on 28 May 16
       
      I love this idea.  It not only encourages the student to take responsibility for their own learning, it also gives them positive feedback to balance the criticism.
Barbara Day

ollie_4_1: Building a Better Mousetrap - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Barbara Day on 18 May 16 - No Cached
  • 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. And, rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies, such as the letter writing/dialogic approach to assessment that Halden-Sullivan describes as preferable to the rubric.
    • Barbara Day
      Barbara Day on 19 May 16
       
      It seems to me that a lot has to do with how the rubric is introduced and discussed.  Do we want to encourage students to write to the rubric, or use the rubric as goals to strive towards. How we describe excellent writing makes a difference.
  • the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Rubrics also need to be fluid. They need to be revisited and updated as you use them, so they can better reflect quality writing.  
  • Rubrics can have any number of points along a scale—the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined. This may be difficult to do for longer scales. While longer scales make it harder to get agreement among scorers (inter-rater reliability), extremely short scales make it difficult to identify small differences between students.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Too many points on the scale could make it really confusing and difficult to use.  I think it would also become less meaningful to the student.
  • ...1 more annotation...
  • Evaluate your rubric using the criteria discussed in Part 1. Pilot test your rubric or checklist on actual samples of student work. Revise the rubric and try it out again. Share the rubric with your students and their parents.
    • Barbara Day
      Barbara Day on 19 May 16
       
      Evaluating, pilot testing, revising and sharing the rubric are essential to creating a useful tool.  It isn't until you begin using it that you discover points that need to be clarified, or revised, or gaps that must be addressed. As I mentioned in an earlier note, rubrics must be fluid and updated frequently.
Barbara Day

ollie_4_1: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aeapdonline.org/...view.php

shared by Barbara Day on 10 May 16 - No Cached
  • Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
    • Barbara Day
      Barbara Day on 12 May 16
       
      I think sometimes that misinformation takes the form of not understanding how the student is thinking, or misunderstanding the skill.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing. It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • Barbara Day
      Barbara Day on 12 May 16
       
      You have to be sure you are testing what you think you are testing.  So identifying the learning target for each question is key.
  • Sound Assessment DesignThis key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • ...4 more annotations...
  • Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and
  • keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
    • Barbara Day
      Barbara Day on 12 May 16
       
      This is a pet peeve of mine. We need to be clear and direct in defining our learning goals. We need to ask questions using vocabulary that is appropriate to the age and skill of the students.
  • Student Involvement in the Assessment ProcessStudents 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.
  • we might put the learning target in student-friendly language: "I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion." If we were working with 2nd graders, the student-friendly language might look like this: "I can make good inferences. This means I can make a guess that is based on clues."
    • Barbara Day
      Barbara Day on 12 May 16
       
      If we don't put the target in student friendly language it is meaningless.  
Barbara Day

15 Essential Netiquette Guidelines to Share with Your Students ~ Educational Technology... - 1 views

www.educatorstechnology.com/...-netiquette-guidelines-to.html

netiquette technology moodle_iowa

shared by Barbara Day on 11 Jun 14 - No Cached
  • Barbara Day on 11 Jun 14
     
    Great list of things to remember before you post.
Barbara Day

Favorite Moodle Uses | Megan Hayes-Golding - 0 views

kalamitykat.com/...favorite-moodle-uses

moodle moodle_iowa technology

shared by Barbara Day on 09 Jun 14 - No Cached
  • If you hear Moodle is ugly remember most folks are comparing it to commercial tools like Schoology. Those tools draw you in with a Facebook-like appearance but the tradeoff of less functionality kills it for me.
  • I’ve embedded Google Calendars, YouTube videos, and Dropbox files into Moodle pages
  • In its basic mode, Moodle lets you post files for kids to download, post links, and host your PowerPoint notes.
  • ...1 more annotation...
  • Where Moodle really stands out is with the question bank and quiz/test  options.
  • Barbara Day on 09 Jun 14
     
    Article about Moodle uses
Barbara Day

Free Technology for Teachers: A Short Example of the Benefits of Classroom Blogs - 1 views

www.freetech4teachers.com/...e-of-benefit-of-classroom.html

technology blogs moodle_iowa

shared by Barbara Day on 01 Jun 14 - No Cached
  • Barbara Day on 01 Jun 14
     
    Slideshow about benefits of classroom blogs.
Barbara Day

A Wonderful Blogging Rubric for Teachers and Students ~ Educational Technology and Mobi... - 0 views

www.educatorstechnology.com/...erful-blogging-rubric-for.html

blogging rubric moodle_iowa

shared by Barbara Day on 28 May 14 - No Cached
  • Barbara Day on 28 May 14
     
    A rubric for grading blog posts.
Barbara Day

cooltoolsforschools - Home - 0 views

cooltoolsforschools.wikispaces.com/Home

technology moodle_iowa

shared by Barbara Day on 26 May 14 - No Cached
  • Barbara Day on 26 May 14
     
    Huge list of resources for digital writing and research
Barbara Day

Free Technology for Teachers: The Importance of Teaching Digital Citizenship - 0 views

www.freetech4teachers.com/...tance-of-teaching-digital.html

digital citizenship moodle_iowa

shared by Barbara Day on 25 May 14 - No Cached
    • Barbara Day
      Barbara Day on 25 May 14
       
      This is a message that adults often forget. It's not surprising we must remind students frequently of this and the fact that once you put something out there, you cannot control what happens to it from there.
  • Digital Citizenship not only teaches students the etiquette involved in being a smart and effective participant in a digital world, but it empowers and equips students with essential life tools to help them navigate challenging digital based situations.
  • I believe students need to know that they are not alone when they post something online into a chatroom or onto a forum, even when it’s done in the privacy of their own home, it is visible to others. They need to know that a friend online, isn’t necessarily a friend to be trusted. Students also need to know that personal information can become public information extremely fast.
  • ...1 more annotation...
  • As transformative a force as technology can be, I agree that fixating on danger isn’t the way forward, but we must take measures and owe it to ourselves to better prepare students to greet the many positives and challenges the connected life brings, by preparing Digital Citizens.
Barbara Day

Teaching Writing Using Blogs, Wikis... / Using Blogs in the Classroom - 0 views

digitalwriting.pbworks.com/...20Blogs%20in%20the%20Classroom

blog writing moodle_iowa

shared by Barbara Day on 24 May 14 - No Cached
  • Barbara Day on 24 May 14
     
    Wow! A whole list of of posts about how and why you should use blogs in the classroom.
Barbara Day

45+ Ideas For Class Blog Posts | The Curious Creative - 0 views

edte.ch/...10-ideas-for-class-blog-posts

blog moodle_iowa

shared by Barbara Day on 24 May 14 - No Cached
  • Barbara Day on 24 May 14
     
    Ways to use a class blog.
Barbara Day

10 Reasons Your Students Should Be Blogging | From the Desk of Mr. Foteah - 0 views

photomatt7.wordpress.com/...reasons-to-blog

blogging moodle_iowa

shared by Barbara Day on 24 May 14 - No Cached
  • Barbara Day on 24 May 14
     
    Good reasons for having your students blog.
Barbara Day

Educational-Blogging - home - 0 views

educational-blogging.wikispaces.com

blogging moodle_iowa

shared by Barbara Day on 24 May 14 - Cached
  • Barbara Day on 24 May 14
     
    This wiki contains all of Linda Yollis's resources to introduce blogging to your students, including teach students how to write comments.
Barbara Day

What Is Creative Commons and Why Does It Matter? | graphite Blog - 0 views

www.graphite.org/...commons-and-why-does-it-matter

creative commons moodle_iowa

shared by Barbara Day on 22 May 14 - No Cached
  • Barbara Day on 22 May 14
     
    Good article including video about Creative Commons. 
Barbara Day

Education Week Teacher Professional Development Sourcebook: Writing Re-Launched: Teachi... - 1 views

www.edweek.org/...02digital.h04.html

writing digital moodle_iowa

shared by Barbara Day on 01 Jul 11 - No Cached
    • Barbara Day
      Barbara Day on 18 May 14
       
      I like the terminology, digital writing, technology based visual aid.  Wordle or Tagxedo would be good to include in Moodle.
  • Tech-savvy teachers tend to agree that digital writing differs from conventional composition in ways that can spur student engagement and creativity.
  • By design, pen-and-paper composition is a one-person undertaking. But digital writing is often collaborative.
  • ...8 more annotations...
  • they can create a text jointly, through shared documents or wikis, or they can take turns posting on a collective blog.
  • Of the many digital tools Malley uses, Google Docs has been one of the most transformational, he says. Google Docs stores documents on the Web, so they are accessible from anywhere, and allows users to share their work with others—making it easy to edit or co-author a piece.
  • Although digital and traditional writing diverge in some ways, their roots are very much alike.
  • Solid conventional writing skills are the basis for making short films as well,
  • The caveat to using digital tools, many tech-savvy educators note, is to keep focused on instructional goals, and not use technology simply for technology’s sake.
    • Barbara Day
      Barbara Day on 18 May 14
       
      Identify which objectives or Common Core Standards you are meeting. If you can't, then you need to rethink the use of this tool.
  • Outside of their classes, students most often encounter digital writing—that is, writing created or read on a computer or other Internet-connected device, as defined in Because Digital Writing Matters, the book Eidman-Aadahl co-authored. While digital writing melds visual, audio, and text, “so much of school writing is consciously in the other direction,” says Eidman-Aadahl.
  • digital writing skills are critical to “college and career readiness.” Digital writing assignments “match the real world” and give students experience composing “in a form people will actually read,” she says.
  • as part of their oral presentations, students were required to include a technology-based visual aid, such as an interactive poster made through Glogster or a word cloud created with Wordle.
Barbara Day

How to Turn Your Summer Reading List into Book Spine Poetry > Virtual Learning Connecti... - 0 views

www.connectionsacademy.com/...st-into-Book-Spine-Poetry.aspx

digitalstorytelling writing poetry

shared by Barbara Day on 17 May 14 - No Cached
  • Barbara Day on 17 May 14
     
    I think we should try this when we straighten up our classroom library. Then we can use the iPads to take pictures of them.
Barbara Day

Digital Storytelling - Kathy Schrock's Guide to Everything - 0 views

www.schrockguide.net/digital-storytelling.html

digitalstorytelling writing

shared by Barbara Day on 17 May 14 - No Cached
  • Barbara Day on 17 May 14
     
    Resources for digital story telling, as well as classroom ideas, and how it meets the Common Core.
Barbara Day

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

moodlesw.aeapdonline.org/...view.php

shared by Barbara Day on 18 Jan 13 - No Cached
    • Barbara Day
      Barbara Day on 16 May 14
       
      Insuring that students feel safe and included is of extreme importance when we are all learning in isolation, particularly when you can't rely on visual clues like in face to face education. Also written communication can so easily be misunderstood.
    • Barbara Day
      Barbara Day on 16 May 14
       
      #7 is extremely important. Technology changes so quickly that you have to be constantly exposing yourself to new learning, and then you have to utilize it.
  • Aligns assessment with course objectives
  • Barbara Day on 16 May 14
     
    Standards for teaching on-line
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