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Contents contributed and discussions participated by Marcia Jensen

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Marcia Jensen

ollie1 (Peterman): Iowa Online Teaching Standards - 28 views

moodlesw.aeapdonline.org/...view.php

shared by Marcia Jensen on 18 Jan 13 - No Cached
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This has been something I have had to do deliberately because it is too easy for me to keep the same sort of activities happening all the time. I took another OLLIE course that taught me various ways of doing this. It was helpful because I was having difficulty visualizing what I could do on my own.
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      I have had this experience as an online student and have included it as an online instructor. In both cases, people who collaborated worked face to face, even though there was an online option. I think as a student you really have to push for inclusion in the collaboration. It is somehow less satisfying than being physically present.
  • Understands and uses course content that complies with intellectual property rights and fair use, and assists students in complying as well (
  • ...1 more annotation...
    • Marcia Jensen
      Marcia Jensen on 27 Jan 13
       
      This would seem easy, but I have found it to be tempting to skim over it, doing the bare minimum. It is amazing how much content I want to borrow from other sources, which is fine, but also how much I leave the attribution to the bitter end.
Marcia Jensen

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

moodlesw.aeapdonline.org/...view.php

shared by Marcia Jensen on 03 Aug 12 - No Cached
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction
    • Marcia Jensen
      Marcia Jensen on 12 Aug 12
       
      The hard part is the integration. Maybe it is hard because teachers still are deciding whether or not they value this.
  • involve both teachers and student
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
  • ...4 more annotations...
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal
    • Marcia Jensen
      Marcia Jensen on 12 Aug 12
       
      "How will I know that I know?"
  • In self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success. In peer-assessment, students analyze each others’ work using guidelines or rubrics and provide descriptive feedback that supports continued improvement.
  • partners in learning
  • for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
Marcia Jensen

How Can We Make Assessments Meaningful? | Edutopia - 0 views

www.edutopia.org/...ningful-heather-wolpert-gawron

assessment

shared by Marcia Jensen on 04 Aug 12 - No Cached
  • Marcia Jensen on 10 Aug 12
     
    When I think about my own definition of a "meaningful assessment," I think the test must meet certain requirements. The assessment must have value other than "because it's on the test." It has value to the individual student who is taking it. It must intend to impact the world beyond the student "self," whether it is on the school site, the outlying community, the state, country, world, etc. And finally, the assessment should incorporate skills that students need for their future. That is, the test must assess skills other than the mere content. It must also test how eloquent the students communicate their content
Marcia Jensen

Will · The "Immeasurable" Part 2 - 1 views

willrichardson.com/...the-immeasurable-part-2

assessment edreform

shared by Marcia Jensen on 08 Aug 12 - No Cached
  • Marcia Jensen on 08 Aug 12
     
    I've been thinking about ways to represent the emphasis on the measurable that I wrote about a few weeks ago, and I've come up with this graph which, I think, comes close to capturing the problem right now.
Marcia Jensen

Will · Valuing the Immeasurable - 0 views

willrichardson.com/...valuing-the-immeasurable

edreform assessment

shared by Marcia Jensen on 08 Aug 12 - No Cached
  • Marcia Jensen on 08 Aug 12
     
    As Justin puts it in his post, the tension is clear: we optimize the measurable at the risk of neglecting the immeasurable. And make no mistake, there is a lot of money out there for those who can "optimize the measurable" if we don't change the assessment.
Marcia Jensen

Can School Performance Be Measured Fairly? - 0 views

www.nytimes.com/...performance-be-measured-fairly

assessment

shared by Marcia Jensen on 08 Aug 12 - No Cached
  • Marcia Jensen on 08 Aug 12
     
    I get the online version of the NYT. When I went there today, they had a forum on assessment that includes opinions from nine different people from different perspectives. I think it addresses our topic and want to share it:
Marcia Jensen

ollie_4: Building a Better Mousetrap - 3 views

moodlesw.aeapdonline.org/...view.php

shared by Marcia Jensen on 31 Jul 12 - No Cached
  • we ought to illicit student input when constructing rubrics:
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      I am going to give this a try in my fall Drake class. I am teaching a class that will basically involve guided research into the topic of tech integration, and I want students to think about qualities of the topics we discuss.
  • they tend to “think more deeply about their learning.”
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      This is what I am hoping for with my students.
  • “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it.
    • Marcia Jensen
      Marcia Jensen on 08 Aug 12
       
      At least we hope they recognize it. I have found rubrics helpful to my own thinking process as I try to articulate what I am looking for.
  • ...17 more annotations...
  • a complaint about rubric design
    • Marcia Jensen
      Marcia Jensen on 08 Aug 12
       
      Ha!
  • mitagate both teacher bias and the perception of teacher bias (Mathews).
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      Double "Ha!"
  • faculty need a shared vocabulary and a basic understanding of how rubrics operate.
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      So rubrics can be a form of scaffolding, but only if they speak to the next step needed by students to grow in knowledge or improve performance.
  • At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      Or ask the student what area he/she wants to focus on improving.
  • If the outcomes you wish to measure are multi-dimensional, chances are you need a rubric whatever the purpose of assessment is.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric.
  • we need a rubric to judge our performance—that is, we need a meta-rubric to assess our rubric.
    • Marcia Jensen
      Marcia Jensen on 04 Aug 12
       
      I can see why so many iffy rubrics are created...this seems to be a VERY time-consuming process.
  • “Each score category should be defined using description of the work rather than judgments about the work.”
  • Be prepared to evaluate your rubric, using your meta-rubric and feedback—direct feedback from the students and indirect feedback from the quality of their work. Modify accordingly.
  • 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.
  • when we discuss scoring or grading rubrics in the Teaching Center, we are talking about a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment, a system which some educators see as stultifying and others see as empowering.
  • consistently and accurately
  • “filtering”
  • scaffolding
  • “latticing,
  • habits of mind practiced in the act of self-assessment.
Marcia Jensen

Smarter Balanced Assessments | Smarter Balanced Assessment Consortium - 1 views

www.smarterbalanced.org/smarter-balanced-assessments

assessment common core

shared by Marcia Jensen on 02 Aug 12 - No Cached
  • Marcia Jensen on 02 Aug 12
     
    The Smarter Balanced Assessment Consortium is developing a system of valid, reliable, and fair next-generation assessments aligned to the Common Core State Standards (CCSS) in English language arts/literacy (ELA/literacy) and mathematics for grades 3-8 and 11. The system-which includes both summative and interim assessments for accountability purposes and optional interim assessments for instructional use-will use computer adaptive testing technologies to the greatest extent possible to provide meaningful feedback and actionable data that teachers and other educators can use to help students succeed.
Marcia Jensen

ollie_4: Educational Leadership: The Quest for Quality--article - 1 views

moodlesw.aeapdonline.org/...view.php

shared by Marcia Jensen on 24 Jul 12 - 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.
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      The teachers in my high school are not as optimistic about this. We are starting to use data teams this year, so I wonder if they will change their minds when they are in that sort of setting.
  • Only assessments that satisfy these standards—whether teachers' classroom assessments, department or grade-level common assessments, or benchmark or interim tests—will be capable of informing sound decisions.
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      I like having criteria with which to judge my products. An informal rubric, I guess.
  • If we don't begin with clear statements of the intended learning—clear and understandable to everyone, including students—we won't end up with sound assessments.
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      This is harder to do than I thought. If the lesson/teaching unit is written correctly and has a clear purpose it is easier to do
  • ...17 more annotations...
  • Knowledge targets
  • Reasoning targets
  • Performance skill targets,
  • Product targets,
  • the proper assessment method
  • minimizing any bias
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      The table in the article is really helpful. You can find it at http://tinyurl.com/44woaj
  • vague directions
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      I find that students really get confused by directions, even ones I think are clear. It is probably good to test out the directions on a couple of people to be sure they are clear to others.
  • 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?
  • Feedback to students can use the language of the rubric: "What you have written is a hypothesis because it is a prediction about what will happen. You can improve it by explaining why you think that will happen."
    • Marcia Jensen
      Marcia Jensen on 24 Jul 12
       
      So does this imply the rubric returned with the student work is different than the one given out with the project directions? Or does it mean that written commentary needs to be part of the returned rubric?
  • assessors need to consider each assessment level in light of four key question
  • What decisions will the assessment inform?
  • Who is the decision maker?
  • What information do the decision makers need?
  • What are the essential assessment conditions?
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement.
Marcia Jensen

The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx

shared by Marcia Jensen on 05 Jun 11 - Cached
  • Knowledge targets,
  • Reasoning targets
  • Performance skill targets
  • ...8 more annotations...
  • Product targets
  • It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Is anyone besides me starting to feel overwhelmed? I guess this could be done as a districtwide assessment project, but what this article is really starting to accentuate is how little time teachers have for pondering once a school year begins.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      This is what I really want to learn how to do!
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      My comment here concerns this whole paragraph. I think we need to provide time to students as well as teachers for analyzing the results of assessments, and for using the results to make their projects better. As it is, no one has time to revisit the object of the assessment. Time constraints have all educational participants roaring along at breakneck speeds
  • Who is the decision maker?
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      I think this question is crucial. If the decision-maker and the purpose of the test are punitive rather than informed, no wonder people don't want to be assessed! of course we need to consider this as people who are decisionmakers and quit using tests scores to punish students--we don't like being punished for results and neither do they.
  • applying data to decisions for which they aren't suited.
  • Assessment literacy
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Surely a staff development need.
  • A detailed chart listing key issues and their formative and summative applications at each of the three assessment levels is available at www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_chappius_table.pdf
    • Marcia Jensen
      Marcia Jensen on 23 Jul 12
       
      Hoping to share this with our data teams this year.
Marcia Jensen

Schools, technology, test scores, and the New York Times | Dangerously Irrelevant - 1 views

dangerouslyirrelevant.org/...es-and-the-new-york-times.html

shared by Marcia Jensen on 13 Oct 11 - No Cached
  • Deep, rich technology integration training that has the potential to change educators’ pedagogy is rare.
  • In case we haven’t noticed, it’s a digital world out there (and will be even more so in the future). What’s the alternative to putting learning technologies in the hands of students? Is there one? Knowledge workers in the real world (i.e., outside of school) use computers to do their work. Can educators really claim to be relevant to life outside of schools while simultaneously ignoring the technological transformations that surround them, as if digital technologies were a fad that were going to go away?
  • Digital technologies and the Web WILL change education, teaching, and learning. Maybe not yet, at least not in the ways that we hope (and definitely not in the ways that we think). Maybe not until we get our collective act together and actually get serious about these technologies and start recognizing their learning potential and begin doing the things we should be doing to realize their affordances.
  • ...1 more annotation...
  • (“Learning also has come from the surprises I have found in the 1300-plus comments readers have posted. From those comments, I have received ideas I had not considered, sources sending me off to explore other topics, and counter-arguments I had overlooked.”).
Marcia Jensen

Planning an Online Class - 2 views

www.indiana.edu/...planning.html

online_learning

shared by Marcia Jensen on 26 Dec 11 - No Cached
  • Marcia Jensen on 26 Dec 11
     
    n the presentation "Planning an Online Course," Dr. Bonk covers pedagogical and operational differences between on-site and online courses, strategies for adapting a current course to an online version, guidelines for creating, planning, and designing course content.
Marcia Jensen

Managing an Online Course: Discussion Forum - 3 views

www.indiana.edu/...forums.html

online_learning

shared by Marcia Jensen on 26 Dec 11 - No Cached
  • Marcia Jensen on 26 Dec 11
     
    In his presentation on "Managing an Online Course - Discussion Forum," Dr. Bonk specifically addresses the importance of discussion forums and managing them successfully. Points covered range from developing protocols and appropriate questions to building instructor presence.
Marcia Jensen

Rubric for Online Instruction - 1 views

www.csuchico.edu/roi

rubric onlinelearning resources

shared by Marcia Jensen on 11 Jan 11 - Cached
  • Marcia Jensen on 20 Dec 11
     
    This site is designed to answer the question being asked: What does a high quality online course look like? It is ourhope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric.
Marcia Jensen

18 Ways Teachers Can Use Google+ Hangouts - Online Colleges - 6 views

www.onlinecolleges.net/...-ways-teachers-google-hangouts

online_learning

shared by Marcia Jensen on 12 Dec 11 - No Cached
  • Marcia Jensen on 12 Dec 11
     
    Through Hangouts, up to ten users can video conference at once, and the service is easily connected to existing Google+ circles, offering up a whole host of exciting ways teachers can make use of it for educational applications.
Marcia Jensen

Moodle Mayhem - 0 views

sites.google.com/...moodlemayhem

moodle

shared by Marcia Jensen on 28 Sep 11 - No Cached
  • Marcia Jensen on 28 Sep 11
     
    Moodle Mayhem wiki, a site dedicated to sharing what is going on with Moodle in K-12.
Marcia Jensen

Instructional Design - 0 views

www.instructionaldesign.org/index.html

instructional_design wiki

shared by Marcia Jensen on 21 Sep 11 - Cached
  • Marcia Jensen on 21 Sep 11
     
    This site is designed to provide information about instructional design principles and how they relate to teaching and learning. Instructional design, also know as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective.
Marcia Jensen

Curriculum Corner -Edublogs - education blogs for teachers, students and institutions - 0 views

edublogs.org/curriculum-corner

blogging moodle_iowa

shared by Marcia Jensen on 09 Aug 11 - Cached
  • Marcia Jensen on 09 Aug 11
     
    Welcome to the the Edublogs Curriculum Corner where you can find helpful information on using Edublogs in the classroom.
Marcia Jensen

Challenge Yourself to Blog - 0 views

studentchallenge.edublogs.org

blogging web2.0 moodle_iowa

shared by Marcia Jensen on 09 Aug 11 - Cached
  • Marcia Jensen on 09 Aug 11
     
    The next student blogging challenge will be starting in mid September. Over the next few weeks, I will be getting the registration forms ready and posted on a page on this blog. Make sure you keep checking and sign up when they have been published.
Marcia Jensen

Interesting Examples of... Blended Learning - 0 views

docs.google.com/...view

blended_learning moodle_iowa

shared by Marcia Jensen on 05 Aug 11 - No Cached
  • Marcia Jensen on 05 Aug 11
     
    What is blended learning? By clicking on the opening page located at this site, you will see 8 examples at a high school and above level.
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