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Contents contributed and discussions participated by dsunderman

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dsunderman

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

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

shared by dsunderman on 21 Aug 20 - No Cached
  • •increase student responsibility and autonomy
    • dsunderman
      dsunderman on 29 Aug 20
       
      I find these tricky skills to instill in my 4th graders. For some students the maturity level is not there to master this. Other students have not been asked to take on responsibility outside of school.
  • •lift the role and status of the student from passive learner to active leaner and assessor (this also encourages a deeper approach to learning)
    • dsunderman
      dsunderman on 29 Aug 20
       
      Active learners are so much more invested in their learning. It is an awesome thing to see.
  • •Agreed marking criteria means there can be little confusion about assignment outcomes and expectations.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Expectations must be very clear and well laid out or this process is painful for all.
  • ...3 more annotations...
  • •When operating successfully can reduce a lecturer's marking load.
    • dsunderman
      dsunderman on 29 Aug 20
       
      Love this!
  • •The 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.
    • dsunderman
      dsunderman on 29 Aug 20
       
      At the 4th grade level I would not use peer assessment as part of a students grade. 4th grade is a good starting point for teaching students how to peer assess and how to use that feedback to improve their work.
  • •Potentially increases lecturer workload by needing to brief students on the process as well as on-going guidance on performing self evaluation.
    • dsunderman
      dsunderman on 29 Aug 20
       
      I struggle with laying out the process well so students do not become frustrated with it.
dsunderman

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

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

shared by dsunderman on 11 Aug 20 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      Formative assessment is such an important part of instruction. I struggle more with being consistent with it when teaching reading.
  • informal observations and conversations
    • dsunderman
      dsunderman on 11 Aug 20
       
      These are crucial means of formative assessment for me and would be so hard in an online environment.
  • The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I struggle with how to consistently do this. I talk about our learning target during lessons but how do I get that in the hands of students. Being online where you could post it might make this part easier. Well written rubrics would also help.
  • ...7 more annotations...
  • Learning Progressions: Learning progressions should clearly articulate the sub-goals of the ultimate learning goal.
    • dsunderman
      dsunderman on 11 Aug 20
       
      How do you find the time to write a learning progression for every unit of study?
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 11 Aug 20
       
      I would love to see how some effectively teaching this. Every year this is a struggle, so much so that I just want to pull my hair out and give up!
  • These range from informal observations and conversations to purposefully planned instructionally embedded techniques designed to elicit evidence of student learning to inform and adjust instruction.
    • dsunderman
      dsunderman on 22 Aug 20
       
      At the 4th grade level I feel informal observation is by far one of the most effective forms of formative assessment. We spend so much time with our students and have the opportunity to real get to know them as a learner and a person.
  • From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals
    • dsunderman
      dsunderman on 22 Aug 20
       
      This is a very valid point but when do you find the time to write a progression for every unit?
  • Specific, timely feedback should be based on the learning goal and criteria for success.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I find specific and timely feedback especially when it comes to writing instruction very challenging. One of my goals this year to work with my grade level team to improve our rubrics for writing.
  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I really struggle with teaching students how to give good peer feedback. I would love to find a well laid out plan for teaching this concept.
  • 5. Collaboration: A classroom culture in which teachers and students are partners in learning should be established.
    • dsunderman
      dsunderman on 22 Aug 20
       
      I feel this should be step 1. Without this best laid plans can mean nothing.
dsunderman

ollie-afe-2020summer: Building a Better Mousetrap - 0 views

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

shared by dsunderman on 10 Aug 20 - No Cached
  • In short, well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments that are the basis of the problem-solving, inquiry-based, student-centered pedagogy replacing the traditional lecture-based, teacher-centered approach in tertiary education.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I agree that well written rubrics can make grading much easier. If this is the short version of this statement, I would had to see the long version :)
  • However, given their association with standardized assessment and the dangers of those that are poorly designed, rubrics are not without their critics
    • dsunderman
      dsunderman on 10 Aug 20
       
      My grade level tries to use rubrics to grade writing assignments. I know we need to work on these as they do not really make grading easier, i'm thinking they fall into the poorly designed category.
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • dsunderman
      dsunderman on 10 Aug 20
       
      I try to use rubrics for scaffolding. I share them with my students at the beginning of the assignment. I struggle with making sure we look at them throughout, so that they are truly useful.
  • ...2 more annotations...
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • dsunderman
      dsunderman on 10 Aug 20
       
      I can see this happening. We you look at the works of published authors (for me I am thinking of kids books) they often don't follow the mechanics of writing that we force kids to use.
  • 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.”
    • dsunderman
      dsunderman on 10 Aug 20
       
      As a teacher I struggle to know for sure what I am looking for with these "detailed" description. I feel students would also struggle.
dsunderman

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

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

shared by dsunderman on 02 Aug 20 - No Cached
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
    • dsunderman
      dsunderman on 02 Aug 20
       
      As an elementary teacher, I spend. so much time with my learners that I feel I can pretty accurately predict the outcome of the assessment. So the loss of instructional time is very frustrating. I know that middle school and high school teachers do not get as much time with their learners, so maybe this is not as true for them.
  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • dsunderman
      dsunderman on 02 Aug 20
       
      When do teachers have time to create a plan like this for each assessment? Our math series has something similar already laid out, but I won't lie I don't always have or take the time to look at it.
  • avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
    • dsunderman
      dsunderman on 02 Aug 20
       
      I struggle when writing multiple choice with not making the write answer obvious. I had not thought to highlight key directional words. I talk to my class about reading carefully and how one little word can change the question but I like the idea of highlight those words.
  • ...2 more annotations...
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • dsunderman
      dsunderman on 02 Aug 20
       
      This was a struggle when we suddenly went online in the spring. My students were so use to face to face feedback that I really struggled getting them to look at the feedback through Schoology. I plan to teach that skill right away this fall.
  • Because classroom teachers can effectively use all available assessment methods, including the more labor-intensive methods of performance assessment and personal communication, they can provide information about student progress not typically available from student information systems or standardized test results
    • dsunderman
      dsunderman on 02 Aug 20
       
      So true and ofter forgotten or overlooked.
dsunderman

Edpuzzle - 2 views

edpuzzle.com

moodle_iowa

shared by dsunderman on 29 Sep 19 - No Cached
  • dsunderman on 16 Jun 20
     
    I want to look into this tool to make videos more interactive.
dsunderman

Let's Make Better Slideshows | Cult of Pedagogy - 0 views

www.cultofpedagogy.com/slideshows

moodle_iowa slide shows

shared by dsunderman on 16 Jun 20 - No Cached
  • dsunderman on 16 Jun 20
     
    Great tips on how to improve your slideshows.
dsunderman

ol101-2020: Iowa Online Teaching Standards - 9 views

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

shared by dsunderman on 09 Jun 20 - No Cached
  • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a)
    • dsunderman
      dsunderman on 15 Jun 20
       
      It is very important for students to see evidence of learning. This evidence of learning can be a real motivator for some students.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Learning happens when effective instructional strategies and techniques are used. Effective instructional strategies and techniques for online learning are a whole new skill set for most of us.
  • Provides substantive, timely, and constructive feedback to students (SREB D.8, Varvel VI.F, ITS 5.e)
    • dsunderman
      dsunderman on 15 Jun 20
       
      Providing timely and constructive feedback can help student become stronger learners.
  • ...1 more annotation...
  • Demonstrates techniques for dealing with issues arising from inappropriate student technological use (SREB E.7)
    • dsunderman
      dsunderman on 15 Jun 20
       
      This is very important and could be very difficult when learning is strictly online. I know filters can be put on devices but am not sure how that works.
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