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Contents contributed and discussions participated by Deb Vail


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

  • identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Deb Vail
      This is so true. I hate to admit it, but I think I was too focused on making sure that the assessment took into account each member's contribution more so than did each student meet the target or goal. I wonder if it's because I was always one of the heavy lifters in all projects. I wanted to be sure that my grade didn't suffer because of those that didn't care. I suspect my approach to assessing group work was influenced unduly by my past experiences as a student than sound pedagogy.  
  • I have mixed feelings about peer evaluations, leaning towards not using peer reviews as part of the assessment strategy. I wonder if the concept of peer evaluation is exclusive to higher education institutions in the USA? In considering the 
    • Deb Vail
      I agree. I have never been satisfied with efforts at peer assessment. I love the idea of it, but I never got the desired results. I suspect I did not do enough modeling. 
  • Though, my experience is that the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation. I do 
    • Deb Vail
      I have to agree here. This has more of a punitive feel to it rather than providing an incentive for positive behavior. 
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  • A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • Deb Vail
      A well-written rubric provides guidance for what the end result should be, but it doesn't do much to ensure that the group works well together to accomplish this goal. Often, it just indicates what the heavy lifters have to do.
  • • Students feel ill equipped to undertake the assessment. Preparing students for self or peer assessment
    • Deb Vail
      I have found that the more students practice assessing other pieces of writing, the better informed they are as to the what quality work looks like. They are better able to assess it in others' work as well as their own. However, often there doesn't seem to be enough time to devote to this process. It is so worthwhile but very time consuming. 
  • hange to one of facilitator.

ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

  • Students can use a rubric to provide feedback to a peer
    • Deb Vail
      I love the idea of having students use a rubric to assess peers. I frequently had students self-assess using a rubric, but I never had peers use it to assess. To be honest, I'm not sure why I never thought of that myself. Love it!

ollie_4-fall14: Building a Better Mousetrap - 4 views

    • Deb Vail
      Deb Vail: This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
  • 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
    • Deb Vail
      This is key. The students must get the rubric before turning in their work to get the maximum value from it. Additionally, I have found that if students practice assessing samples using the rubric prior to turning in their own they understand the goal more fully. 
  • 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” (qtd. in Skillings and Ferrell).
    • Deb Vail
      This sounds great, but I can't imagine how long it would take for students to help create assessments. I taught 3rd and 4th graders, and I don't think I'd truly try this. Sounds great in theory, but I'm skeptical. 
  • ...6 more annotations...
  • 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. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
    • Deb Vail
      That's a scary thought, although I have to say I've felt that kids met the letter of the rubric but missed the intent. Writing a good rubric is challenging. I have to honestly say that I've never truly felt like I nailed what I wanted with a rubric. However, I've had good luck with rubrics when kids used them to score samples. Then they understood the intent or goal of the rubric. 
  • mitagate both teacher bias and the perception of teacher bias (
    • Deb Vail
      I'm not sure I'd agree with this. I think rubrics are subjective by their very nature. 
  • extremely short scales make it difficult to identify small differences between students.
    • Deb Vail
      This may be true for the rubric my group created. We only had 3 points on our scale. 
  • Analytical or holistic
    • Deb Vail
      Interesting - as I read above General and Specific, I thought it was the same thing as analytical vs. holistic. Surprised to find they are different. I guess I need to reread these. 
  • Look at some actual examples of student work to see if you have omitted any important dimensions.
    • Deb Vail
      So true - how many times have I created a rubric that I thought was good - that is until I looked at what I got from students and realized I missed something that should have been included in the rubric. 2nd iterations are usually better. 
  • we need a meta-rubric to assess our rubric
    • Deb Vail
      Are you serious?! This sounds like it came from a person that doesn't actually teach. I suspect this comment sounds a little snarky but I find this a bit much. 

ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

  • students can use the results to self-assess and set goals
    • Deb Vail
      Students have got to be given time for metacognition and reflection to maximize current learning as well as future learning.
  • provide the results in a way that helps students move forward

Secret Recipes - 0 views

    good resource for animation tips

22 Twitter hashtags for higher education news | Education Dive - 0 views

  • #moodle—Find out how educators are using this open source e-learning program in the classroom.
    • Deb Vail
      Might be a good hashtag to follow.
  • #onlinelearning
    • Deb Vail
      Another to follow
  • #edtech—Stay up-to-date with discussions about developing e-learning technology.
    • Deb Vail
      Adding this one my TweetDeck

ollie1-cohort7: Iowa Online Course Standards - 0 views

  • multiple learning paths
    • Deb Vail
      I think "multiple paths" are especially important in an online learning environment where it can be significantly more challenging to really know your students' preferred learning styles, strengths, challenges, etc. I think there needs to be a certain amount of choice involved in how students demonstrate what they know.
  • videoconferencing
    • Deb Vail
      It has been my experience that online learning can feel pretty impersonal. I think I am going to make sure to include video conference component early on in my online classes. If that is difficult to schedule, then perhaps I'll have participants record a video introduction of themselves.

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

  • Incorporates social aspects into the teaching and learning process, creating a community of learners
    • Deb Vail
      This seems so critical in an online course. Travis made a great point above about how online learning can feel a little isolated at times. Quick frustrations or questions take more energy to resolve. You don't have quite as easy or immediate access to answers in an asynchronous environment.
  • 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)
    • Deb Vail
      This is something I did not take as seriously as I should have in the past. I am trying to get up to speed with copyright, fair use, COPPA, etc. There is a lot to wrap your head around and it seems like there's a lot of gray area.
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