Contents contributed and discussions participated by jhazelton11 - OLLIE Iowa

Instruction provides students with multiple learning paths to master the content, addressing individual student needs, learning styles and preferences
- jhazelton11 on 17 Mar 18
  
  It's overwhelming to try to anticipate what these will be.
  
  <div class="cArrow"> </div><div class="cContentInner">It's overwhelming to try to anticipate what these will be.</div>
  
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ol101-s2018: Iowa Online Teaching Standards - 4 views

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shared by jhazelton11 on 12 Mar 18 - No Cached

Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment
- jhazelton11 on 17 Mar 18
  
  Sometimes I feel like I'm shooting in the dark- trying to anticipate how to design something but not knowing if it will work until we try it. Oh wait- just like regular teaching :)
  
  <div class="cArrow"> </div><div class="cContentInner">Sometimes I feel like I'm shooting in the dark- trying to anticipate how to design something but not knowing if it will work until we try it. Oh wait- just like regular teaching :)</div>
  
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Creates or selects multiple assessment instruments that are appropriate for online learning
- jhazelton11 on 17 Mar 18
  
  One thing I've taken away from these courses is to assess more, but grade less.
  
  <div class="cArrow"> </div><div class="cContentInner">One thing I've taken away from these courses is to assess more, but grade less.</div>
  
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Has experienced online learning from the perspective of a student
- jhazelton11 on 17 Mar 18
  
  I don't love online learning, but I do see some benefits to it for myself.
  
  <div class="cArrow"> </div><div class="cContentInner">I don't love online learning, but I do see some benefits to it for myself.</div>
  
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- jhazelton11 on 17 Mar 18
  
  I think it's important to understand our own limitiations before we can be really good at something. And know that just because it does/ doesn't work for us, doesn't mean it won't/ will work for someone else.
  
  <div class="cArrow"> </div><div class="cContentInner">I think it's important to understand our own limitiations before we can be really good at something. And know that just because it does/ doesn't work for us, doesn't mean it won't/ will work for someone else.</div>
  
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Maintains an online social presence that is available, approachable, positive, interactive, and sincere
- jhazelton11 on 17 Mar 18
  
  Building relationships with students is important to me, so I will need to work hard to incorporate that in the online setting. I struggle wrapping my mind around the how, though.
  
  <div class="cArrow"> </div><div class="cContentInner">Building relationships with students is important to me, so I will need to work hard to incorporate that in the online setting. I struggle wrapping my mind around the how, though.</div>
  
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Article(s): Self- and Peer-Assessment Online - 1 views

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shared by jhazelton11 on 12 Feb 18 - No Cached

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.
- jhazelton11 on 13 Feb 18
  
  I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.
  
  <div class="cArrow"> </div><div class="cContentInner">I have some students on the autism spectrum who really struggle with this- that people don't like them or are mean or are "stuck up" if they give constructive feedback... accepting criticism is a difficult skill for them.</div>
  
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I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process.
- jhazelton11 on 13 Feb 18
  
  Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.
  
  <div class="cArrow"> </div><div class="cContentInner">Is there a difference between "high achievers" and "not high achievers" here? My experience is often that the high achievers score themselves worse, although they worry about how that will affect their grade. The not high achievers sometimes inflate their score- I'm not sure if they do it on purpose or struggle to self-evaluate. These might just be my own biases, however, and not actually scientific :) I like self-reflection- I think there is meaning, especially if it opens up conversation.</div>
  
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There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
- jhazelton11 on 13 Feb 18
  
  How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...
  
  <div class="cArrow"> </div><div class="cContentInner">How many times did I read a paper that I turned in from college that had so many proofreading errors? It was obvious I needed to proofread, but often I just wanted to get it done and turned in. Had I been "forced" to self- asses and go back through, I'm guessing my product would have improved. Sometimes forcing the process helps...</div>
  
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Encourages student involvement and responsibility.
- jhazelton11 on 13 Feb 18
  
  This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...
  
  <div class="cArrow"> </div><div class="cContentInner">This seems obvious-- but there's no simple way to do this. Students who take some ownership of their work begin to demonstrate more responsibility in their product, but not everyone will develop this...</div>
  
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ollie-afe-2018: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

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shared by jhazelton11 on 04 Feb 18 - No Cached

there are a number of formative assessment strategies that can be implemented during classroom instruction
- jhazelton11 on 04 Feb 18
  
  technology has made access to formative assessments easier (in my opinion) because once they are created.... they are usually there forever
  
  <div class="cArrow"> </div><div class="cContentInner">technology has made access to formative assessments easier (in my opinion) because once they are created.... they are usually there forever</div>
  
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The students must be actively involved in the systematic process intended to improve their learning.
- jhazelton11 on 04 Feb 18
  
  This can be a challenging concept to teach, especially to high schoolers--- that they need to take part of their own responsibility in learning
  
  <div class="cArrow"> </div><div class="cContentInner">This can be a challenging concept to teach, especially to high schoolers--- that they need to take part of their own responsibility in learning</div>
  
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With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward
- jhazelton11 on 04 Feb 18
  
  I know that often times teacher build in stepping-stones (formative feedback) to give students feedback on larger writings or projects along the way. What happens when kids don't turn these rough drafts in on time, though?
  
  <div class="cArrow"> </div><div class="cContentInner">I know that often times teacher build in stepping-stones (formative feedback) to give students feedback on larger writings or projects along the way. What happens when kids don't turn these rough drafts in on time, though?</div>
  
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...2 more annotations...
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.
- jhazelton11 on 04 Feb 18
  
  I like the idea of having students create the rubric that they will assess with- it gives them buy in and ownership, plus makes them understand the expectations more clearly
  
  <div class="cArrow"> </div><div class="cContentInner">I like the idea of having students create the rubric that they will assess with- it gives them buy in and ownership, plus makes them understand the expectations more clearly</div>
  
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In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
- jhazelton11 on 04 Feb 18
  
  I worry about creating this type of collaborative culture online... I know there are plenty of tools, but I'm worried it won't "feel" the same.
  
  <div class="cArrow"> </div><div class="cContentInner">I worry about creating this type of collaborative culture online... I know there are plenty of tools, but I'm worried it won't "feel" the same.</div>
  
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ollie-afe-2018: Building a Better Mousetrap - 3 views

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shared by jhazelton11 on 30 Jan 18 - No Cached

“Meaningfully” here means both consistently and accurately—accurately measuring the specific entity the instructor intends to measure consistently student after student.
- jhazelton11 on 30 Jan 18
  
  As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.
  
  <div class="cArrow"> </div><div class="cContentInner">As a psychology major, this was a big deal in making sure you had sound products you were using. I'm wondering how much we are testing ours today. I know some PLC's that practice scoring examples with rubrics, then discuss, to ensure they are on the same page.</div>
  
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(whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows
- jhazelton11 on 30 Jan 18
  
  We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....
  
  <div class="cArrow"> </div><div class="cContentInner">We are running into this right now with our LMS... the new assessment piece doesn't allow us to upload the rubric. So, kids will have to do tasks without seeing the rubric. This is not okay with teachers, so hoping the tech people will build the rubric options in....</div>
  
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one rubric can be used to assess all of the different papers assigned in a freshman composition course.
- jhazelton11 on 30 Jan 18
  
  We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).
  
  <div class="cArrow"> </div><div class="cContentInner">We use a common rubric when assessing special education students with writing goals (although some students have modified or specific rubrics addressing the specifics of their goal).</div>
  
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...2 more annotations...
Does the rubric relate to the outcome(s) being measured?
- jhazelton11 on 30 Jan 18
  
  In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.
  
  <div class="cArrow"> </div><div class="cContentInner">In paper-writing, sometimes we get really caught up in measuring outcomes like mechanics (capitalization, punctuation), and not content. Often we get so caught up in assessing those things, we lose sight of the higher order thinking that we are really trying to measure.</div>
  
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non-judgmental:
- jhazelton11 on 30 Jan 18
  
  rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"
  
  <div class="cArrow"> </div><div class="cContentInner">rubrics are certainly less judgemental when they are used formatively along the way during the process... it's not an end-all "gotcha"</div>
  
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ollie-afe-2018: Educational Leadership: The Quest for Quality--article - 14 views

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shared by jhazelton11 on 21 Jan 18 - No Cached

Who will use the results to inform what decisions?
- jhazelton11 on 23 Jan 18
  
  I think this is an important question. Who are the results for? The teacher? The student? The parent? Administrators? Legislators? I'm not sure the right answer, but it's an important question to consider.
  
  <div class="cArrow"> </div><div class="cContentInner">I think this is an important question. Who are the results for? The teacher? The student? The parent? Administrators? Legislators? I'm not sure the right answer, but it's an important question to consider.</div>
  
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Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing
- jhazelton11 on 23 Jan 18
  
  Having the end in mind is important in teaching, because otherwise we aren't teaching what we are assessing, which ultimately makes our assessments useless.
  
  <div class="cArrow"> </div><div class="cContentInner">Having the end in mind is important in teaching, because otherwise we aren't teaching what we are assessing, which ultimately makes our assessments useless.</div>
  
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descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
- jhazelton11 on 23 Jan 18
  
  This is time-consuming... every teacher knows this is helpful, but we don't always have the time to provide the immediate feedback. Aghhhh...
  
  <div class="cArrow"> </div><div class="cContentInner">This is time-consuming... every teacher knows this is helpful, but we don't always have the time to provide the immediate feedback. Aghhhh...</div>
  
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...2 more annotations...
self-assess and set goals.
- jhazelton11 on 23 Jan 18
  
  I'm trying to understand this better as I'm creating an online class for students to take. I'm trying to understand how students can take some ownership of their assessment and learning, but also struggling a bit to wrap my mind around it.
  
  <div class="cArrow"> </div><div class="cContentInner">I'm trying to understand this better as I'm creating an online class for students to take. I'm trying to understand how students can take some ownership of their assessment and learning, but also struggling a bit to wrap my mind around it.</div>
  
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formative point of view
- jhazelton11 on 23 Jan 18
  
  There's certainly more focus on formative assessment nowadays compared to years ago, where we did more summative.
  
  <div class="cArrow"> </div><div class="cContentInner">There's certainly more focus on formative assessment nowadays compared to years ago, where we did more summative.</div>
  
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