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Contents contributed and discussions participated by jbdecker


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

  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required. This phenomenon was referenced in several other research studies within the paper. I suggest another group be added to the mix besides the loafers— students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language.
    • jbdecker
      I can see where this could be a major problem in a large open course with peer grading in anonymity.  I don't see the social loafing problem to be one that I would deal with in a online class with 20-30 students using a LMS like Moodle or Canvas where expectations have been set up, models have been provided and scaffolding of skills has been completed prior to a peer evaluation.
  • When learners are at a similar skill level
    • jbdecker
      I can see where this could be an issue that an instructor would have to use scaffolding to overcome prior to having the students complete peer grading. 
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process.
    • jbdecker
      I guess I should have read this part before I commented above.  I am thinking about this article from my perspective as a High School teacher.  I would never expect to use peer grading without first providing instruction and assessing student readiness to handle the process.
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  • It seems like the kind of skill that should be addressed in college.
    • jbdecker
      Couldn't it start much sooner than this?  If it is a skill that is acquired with practice and developed with feedback why wait until college? Being able to look at criteria and critically assess your own performance could and should happen much earlier than college.
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • jbdecker
      Requiring students to self-assess and submit it with their work makes so much sense. We work on creating rubrics so that the students know the criteria that they are trying to meet with their performance why wouldn't you require the students to self assess against this same rubric. To be honest though this is something that I have rarely done.  I have reminded students to reference the rubric provided but I haven't let them know early on that they would be required to submit a self-assessment using the rubric.  This is something that I am eager to try with my students in the near future. 
  • that is well crafted to include focused self reflection questions)
    • jbdecker
      I like this idea. Have each student provide evidence for the work they have completed in their group.  Providing this self evaluation at the front end of a group project may spur more participation if each student knows they will be responsible for providing answers to these questions to the instructor.

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

  • 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.
    • jbdecker
      In teaching an online course are formative assessments much more likely to be of the purposefully planned embedded technique variety?  It seems that the format lends itself to much less opportunity for informal observations.
  • share learning goals with students and provide opportunities for students to monitor their ongoing progress.
    • jbdecker
      One would think, online learning through LMSs could be set up in a way that would help enable students be able to effectively monitor their progress in improving their learning.
  • Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jbdecker
      This sounds easier said than done.  As we know it is important to keep in mind that all of our learners learn in different ways and what might be the "just right gap" for one students may be a crack in the sidewalk for one and the grand canyon for another.  I'm sure finding this balance will always be a work in progress but having these progressions built in and being able to monitor along the way could be very beneficial in supporting all students to reach the desired learning objective.
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  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
    • jbdecker
      This sounds really familiar!
  • 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.
    • jbdecker
      I've used peer assessment in the past and found that this modeling is a very important step prior to starting the peer assessment process. It is always a good idea to go back over the expectations each time the students are involved in peer assessment as the year or term progresses.  

ollie_4-fall14: Building a Better Mousetrap - 4 views

  • 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.
    • jbdecker
      This quote seems to answer the basic question of why we should worry about designing rubrics?  It is one tool in assessing assignments that have the potential to be more meaningful for our students (problem-solving, inquiry-based, student-centered).
  • along with supporting models of work
    • jbdecker
      A quality rubric is good for students but a quality rubric as well as supporting models or samples of student work can be much more powerful in helping students see what is actually expected from them. This is an aspect that I feel I could do a much better job of in my own instruction.
  • The issue of weighting may be another area in which you can enlist the help of students. 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 aspect when you assess her paper.
    • jbdecker
      This seems like an easy way to personalize instruction and help students focus on and grow in areas where they may have a deficit.

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

  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • jbdecker
      Our Social Studies department at our school requested the Social Studies test data from lasts years Iowa Tests from our district.  We were told that even though all of our students had taken the test that we would not be given any breakdown of the data.  Needless to say we were more than a little frustrated by this decision. Unfortunately, even though all of our students took the test it costs money to get a breakdown of the data and the district wasn't willing to pay for that at this time. Why give the assessment if you aren't going to use the data from it to try to improve?? 
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