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Contents contributed and discussions participated by bushb13

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bushb13

Article(s): Self- and Peer-Assessment Online - 2 views

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

shared by bushb13 on 21 Aug 20 - No Cached
  • •Students feel ill equipped to undertake the assessment.
    • bushb13
      bushb13 on 22 Aug 20
       
      It is important to be able to reflect on your own work to learn and make improvements. How do we teach these skills to students?
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
    • bushb13
      bushb13 on 22 Aug 20
       
      I know there are students in my school district that fall into this group. They may want to actively participate, but don't have the skills. I think this is when it is VERY important to scaffold the task, so students can learn the process in small steps.
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it
    • bushb13
      bushb13 on 22 Aug 20
       
      I think this happens a lot when we ask students to complete a self-assessment. It is difficult for anyone to think of self-assessment as a tool to learn and make the work better, rather than a method to "grade" the work.
  • ...2 more annotations...
  • Overall this assignment works well, though perhaps a contributing factor to its success, is thesize of the groups which are usually limited to 4 participants, and often are as small as 3 team members.
    • bushb13
      bushb13 on 22 Aug 20
       
      This method seems like it would help an instructor manage or facilitate lots of students in a large online course. Assigning them small groups, monitoring the groups, and providing feedback to a limited number of participants at a time would help me (the instructor) provide more effective feedback.
  • •Provides more relevant feedback to students as it is generated by their peers.
    • bushb13
      bushb13 on 22 Aug 20
       
      I agree that students like to hear the ideas and feedback from their peers. However, the feedback must be relevant and useful. This means we also have to teach students how provide effective feedback. This takes more time to plan and more class time to teach...
bushb13

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

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

shared by bushb13 on 11 Aug 20 - No Cached
  • 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?
  • 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.
  • ...1 more annotation...
  • 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.
bushb13

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

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

shared by bushb13 on 10 Aug 20 - No Cached
  • 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.
  • 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...
  • ...1 more annotation...
  • 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.
bushb13

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

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

shared by bushb13 on 02 Aug 20 - No Cached
  • 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.
  • 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?
  • ...2 more annotations...
  • 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.
  • 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?
bushb13

ol101-2020: Iowa Online Teaching Standards - 9 views

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

shared by bushb13 on 09 Jun 20 - No Cached
  • 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?
  • ...1 more annotation...
  • 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?
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