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Contents contributed and discussions participated by emilysjohnson

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emilysjohnson

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

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

shared by emilysjohnson on 17 Apr 20 - No Cached
  • Students can also benefit from using rubrics or checklists to guide their assessments
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      This is beneficial for assessments as well as assignments. Helping students to know what is most important and creating structures for these can help them to apply these structures as they continue to mature.
  • tell the story of a student's efforts, progress, and achievement in specific areas
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      This is so powerful! Giving a student the decision-making power to showcase their learning journey helps them to be reflective learners and more aware of what works/what doesn't work for them individually.
  • Represent a student's progress over time
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      I also like to try to capture the students thoughts about their progress over time as well. Whether it is by pairing reflections with work or asking for a summary of the experience, it helps to add the personal narrative to the products in the portfolio.
  • ...3 more annotations...
  • helps them control the classroom better by reinforcing their power and expertis
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      I think there is still a belief that exists out there that the teacher is the expert. Even as an instructional coach, my colleagues looked to me to "know." I viewed my role more as a guide and cognitive coach than a "know-it-all." To me, the power is in empowering others.
  • Prior to submitting the assignment, students used these assessment tools to judge their work.
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      While I like this idea of checklists and rubrics before turning in work, it may still lead to students worrying too much about what the teacher wants and not so much about their learning process. In addition, I have always been a fan of asking students to rate their level of confidence with certain tasks/parts of the assignment. This reflection helps the learner to see patterns in their own learning process and areas where they might want to improve.
  • 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.
    • emilysjohnson
      emilysjohnson on 22 Apr 20
       
      It is also important to give students practice in evaluating other work to give them more confidence and awareness with the expectations.
emilysjohnson

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

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

shared by emilysjohnson on 05 Apr 20 - No Cached
  • also be linked specifically to classroom instruction.
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      Unfortunately, many of my language arts colleagues like to throw all aspects of writing on a rubric for every piece. I find that this distracts students with what the true objectives are - what they've been learning about in classroom instruction!
  • student-generated rubrics, they tend to “think more deeply about their learning.
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is especially true when students also try assessing different models using the rubric they've co-created. Now they see the differences between examples and non-examples!
  • monitor their own performance.”
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is why the consolidation of understanding is so important. Make sure that students practice using various models with the rubric and do this with peers in order to have conversations about what they are noticing and ask questions about why/why not certain models fit the criteria.
  • ...1 more annotation...
  • “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules
    • emilysjohnson
      emilysjohnson on 08 Apr 20
       
      This is the danger when creating a rubric that teachers need to be aware of! We need to incorporate room in rubrics for style and creativity.
emilysjohnson

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

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

shared by emilysjohnson on 30 Mar 20 - No Cached
  • clear and understandable to everyone, including students
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      It is especially important that students know what the intended learning is! Unfortunately, too many students think grades are given to them by their teacher instead of earned by their work. When they don't know what is being assessed, this adds to that narrative.
  • Reasoning targets
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      This is an area I feel like we don't capture as much as we should as teachers. It's the process over product idea!
  • appropriate balance of points in relation to the importance of each target
    • emilysjohnson
      emilysjohnson on 03 Apr 20
       
      I'm glad to see a number of items for each target instead of just one or two in order to get a better understanding of the learning.
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