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cjd203

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

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

shared by cjd203 on 31 May 21 - No Cached
  • However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
    • cjd203
      cjd203 on 31 May 21
       
      It might also be a good idea for students to have either a hard copy of a rubric or a rubric embedded in their LMS , so they can reference expectations/objectives.
  • 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. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • cjd203
      cjd203 on 31 May 21
       
      I think that this paragraph could be summed up by emphasizing safety in learning. It may be helpful to do some trust building activities before diving into peer assessments.
  • he process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
    • cjd203
      cjd203 on 31 May 21
       
      If submissions were kept anonymous or possibly reviewed by different classes/periods of the same section it my be more effective in reduction of inflated grades.
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  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • cjd203
      cjd203 on 31 May 21
       
      I think these two points are good ones with respect to self-assessment. Instructors need to lay our clear and concise learning targets/objectives for students. Also, providing examples of high quality work and low quality work gives learners an appreciation for where they are are going and where they are at in the process. Tangible examples of previous student work allows for modeling and a visual cue as to expectations layed out previously.
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
    • cjd203
      cjd203 on 31 May 21
       
      Interesting self-assessment strategy. This approach definitely helps to not "rock the boat" in terms of assessment linked to group work. This approach allows for ownership and reflection of one's contributions to the collaborative efforts of the group. I wonder if there is any data that breaks down honest/truthful self-assessments when this self evaluation and team grade approach is used?
cjd203

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

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

shared by cjd203 on 25 May 21 - No Cached
  • 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...
  • 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.
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  • 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.
cjd203

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

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

shared by cjd203 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.
  • 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.
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  • 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.
cjd203

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

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

shared by cjd203 on 10 May 21 - No Cached
  • 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.
  • 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.
cjd203

ol101-f2020: Iowa Online Teaching Standards - 1 views

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

shared by cjd203 on 17 Sep 20 - No Cached
  • student feedback data to improve the course (Varvel VI.F)
    • cjd203
      cjd203 on 24 Sep 20
       
      I think that using feedback is a great tool to get a feel for how students feel about a course. what kinds of things could be added or removed to improve the overall experience for the learner.
  • student feedback data to improve the course (Varvel VI.F)
  • synchronous/asynchronous
    • cjd203
      cjd203 on 24 Sep 20
       
      The use of synchronous and asynchronous instruction in online teaching, jumped out at me. It has been an area of focus and discussion in some of the other B/F classes I have enrolled in. I wasn't aware of the difference between the two models before taking such classes.
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  • ailors instruction to meet the different needs of students, including different learning styles,
    • cjd203
      cjd203 on 24 Sep 20
       
      I think the concept of differentiation is well understood by most educators but often poorly implemented. A great way to meet the needs of a diverse group of learners is to use an intelligence inventory at the beginning of the year to identify different learning styles. Allowing for choice and autonomy in the classroom supports differentiation as well.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • cjd203
      cjd203 on 24 Sep 20
       
      I feel like most teachers/educators do this when they go through their syllabi at the beginning of a course. I try to do it with each unit that we do as well to make sure learners are aware of learning targets. I have seen some teachers write objectives on the board daily to keep students on track (this is great practice).
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