Contents contributed and discussions participated by joanmusich - OLLIE Iowa

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

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Peer and Self Assessement

shared by joanmusich on 22 Aug 20 - No Cached

Students feel ill equipped to undertake the assessment.
- joanmusich on 22 Aug 20
  
  This needs to be part of the learning process. We need to teach them how to do this and allow them to gain confidence in a non-threatening way.
  
  <div class="cArrow"> </div><div class="cContentInner">This needs to be part of the learning process. We need to teach them how to do this and allow them to gain confidence in a non-threatening way.</div>
  
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reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade.
- joanmusich on 22 Aug 20
  
  I like the idea of doing the self-assessment during the activity vs. at the end. Most students still see the end result as the grade they get. We can use that to gradually get them to use it for learning and self-motivation (even though they may not realize it).
  
  <div class="cArrow"> </div><div class="cContentInner">I like the idea of doing the self-assessment during the activity vs. at the end. Most students still see the end result as the grade they get. We can use that to gradually get them to use it for learning and self-motivation (even though they may not realize it).</div>
  
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they didn’t value their opinions
- joanmusich on 22 Aug 20
  
  I found this very interesting. I never thought that students do not value their own opinion. I suppose students have grown accustom to doing the work and the teacher tells them if they are right or wrong.
  
  <div class="cArrow"> </div><div class="cContentInner">I found this very interesting. I never thought that students do not value their own opinion. I suppose students have grown accustom to doing the work and the teacher tells them if they are right or wrong.</div>
  
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...3 more annotations...
tension between their own and the teacher’s expectations
- joanmusich on 22 Aug 20
  
  A rubric or checklist might help in this situation. Maybe even a rubric that students help build then both the teacher and the student's expectations are included.
  
  <div class="cArrow"> </div><div class="cContentInner">A rubric or checklist might help in this situation. Maybe even a rubric that students help build then both the teacher and the student's expectations are included.</div>
  
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the points do not motivate the student to participate in the project on the front end, but more allows the other group members to express his or her dissatisfaction with the other group members lack of participation or cooperation.
- joanmusich on 22 Aug 20
  
  I never thought that a participation grade from peers does not motivate a group member to contribute. So, it is just used to satisfy the group members' that work hard. This is interesting.
  
  <div class="cArrow"> </div><div class="cContentInner">I never thought that a participation grade from peers does not motivate a group member to contribute. So, it is just used to satisfy the group members' that work hard. This is interesting.</div>
  
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it supports the aim of developing collaboration skills
- joanmusich on 22 Aug 20
  
  If being graded by a peer on participation does not motivate a student, why would grading themselves make a difference? They seem satisfied with not working too hard and will take the average or less than average grade.
  
  <div class="cArrow"> </div><div class="cContentInner">If being graded by a peer on participation does not motivate a student, why would grading themselves make a difference? They seem satisfied with not working too hard and will take the average or less than average grade.</div>
  
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ollie-afe-2020summer: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

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shared by joanmusich on 20 Aug 20 - No Cached

provide evidence that is used by teachers and students
- joanmusich on 20 Aug 20
  
  Assessment are not just for teachers to use, we must teach students to use them as well.
  
  <div class="cArrow"> </div><div class="cContentInner">Assessment are not just for teachers to use, we must teach students to use them as well.</div>
  
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The students must be actively involved in the systematic process intended to improve their learning.
- joanmusich on 20 Aug 20
  
  The teacher is not the only one that uses a formative assessment, so we must teach the students to use it to improve their learning.
  
  <div class="cArrow"> </div><div class="cContentInner">The teacher is not the only one that uses a formative assessment, so we must teach the students to use it to improve their learning.</div>
  
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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.
- joanmusich on 20 Aug 20
  
  Teachers cannot make formatives so "fancy" that students cannot understand what they are being asked to do. Using both good and not so good examples is a great way to help students "see" what is expected.
  
  <div class="cArrow"> </div><div class="cContentInner">Teachers cannot make formatives so "fancy" that students cannot understand what they are being asked to do. Using both good and not so good examples is a great way to help students "see" what is expected.</div>
  
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...2 more annotations...
the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
- joanmusich on 20 Aug 20
  
  I like this guide to give feedback: restate the goal, tell them what they did correct, point out where their work differed from the criteria, and then be sure to tell them how they can improve.
  
  <div class="cArrow"> </div><div class="cContentInner">I like this guide to give feedback: restate the goal, tell them what they did correct, point out where their work differed from the criteria, and then be sure to tell them how they can improve.</div>
  
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
- joanmusich on 20 Aug 20
  
  I feel that teaching students to take responsibility for their learning is a huge part of teaching. So much more success can be seen when students take that responsibility.
  
  <div class="cArrow"> </div><div class="cContentInner">I feel that teaching students to take responsibility for their learning is a huge part of teaching. So much more success can be seen when students take that responsibility.</div>
  
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ollie-afe-2020summer: Building a Better Mousetrap - 2 views

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shared by joanmusich on 10 Aug 20 - No Cached

That is, does the rubric use the same critical vocabulary used in our instruction? Does the rubric encourage risk taking? Creativity? Self-expression?
- joanmusich on 11 Aug 20
  
  I really like these questions when you are creating a rubric. This may help with some of the drop in writing quality from good writers that follow the rubric.
  
  <div class="cArrow"> </div><div class="cContentInner">I really like these questions when you are creating a rubric. This may help with some of the drop in writing quality from good writers that follow the rubric.</div>
  
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Each score category should be defined using description of the work rather than judgments about the work.”
- joanmusich on 11 Aug 20
  
  I really like this. I think remembering to use descriptions not judgements will make it easier to write the descriptors in the rating scale.
  
  <div class="cArrow"> </div><div class="cContentInner">I really like this. I think remembering to use descriptions not judgements will make it easier to write the descriptors in the rating scale.</div>
  
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give a dimension more weight by multiplying the point by a number greater than one.
- joanmusich on 11 Aug 20
  
  I like the idea of multiplying to increase the value of a section. You can still have the same scale for each dimension, but multiplying one will show that it is of more improtance or entails more work. Plus, this puts math to work and as a math teacher, that's a plus!
  
  <div class="cArrow"> </div><div class="cContentInner">I like the idea of multiplying to increase the value of a section. You can still have the same scale for each dimension, but multiplying one will show that it is of more improtance or entails more work. Plus, this puts math to work and as a math teacher, that's a plus!</div>
  
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...1 more annotation...
some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
- joanmusich on 11 Aug 20
  
  I found this very interesting. I have never realized that using a rubric could backfire. We must be very careful not to impede great work through a rubric.
  
  <div class="cArrow"> </div><div class="cContentInner">I found this very interesting. I have never realized that using a rubric could backfire. We must be very careful not to impede great work through a rubric.</div>
  
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ollie-afe-2020summer: Educational Leadership: The Quest for Quality--article - 0 views

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Rubric

shared by joanmusich on 03 Aug 20 - No Cached

instructional hours sacrificed
- joanmusich on 05 Aug 20
  
  And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!
  
  <div class="cArrow"> </div><div class="cContentInner">And what about students just getting tired of testing. We try to assess their classwork and lessons. Then, there are multiple standardizes tests we make them take - in multiple classes. They get tired of testing!</div>
  
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by explaining why you think that will happen."
- joanmusich on 05 Aug 20
  
  Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?
  
  <div class="cArrow"> </div><div class="cContentInner">Is this part of a check-in along the way? Or does the assessor have students go back and make adjustments? If not, will students take the time to look back at it?</div>
  
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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.
- joanmusich on 11 Aug 20
  
  A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.
  
  <div class="cArrow"> </div><div class="cContentInner">A teacher really needs to "see" the work of students. Just looking at scores that were automatically scored does not give a teacher the whole picture.</div>
  
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...1 more annotation...
In such an intentionally designed and comprehensive system, a wealth of data emerges.
- joanmusich on 05 Aug 20
  
  It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.
  
  <div class="cArrow"> </div><div class="cContentInner">It is very important that an assessment is intentionally designed. If things are just thrown together, there may be data, but the data may not be reliable or worthwhile.</div>
  
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Moby Max - 0 views

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Moodle_Iowa

shared by joanmusich on 28 Jun 20 - No Cached

Geogebra - 2 views

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Moodle_Iowa

shared by joanmusich on 28 Jun 20 - No Cached

ol101-2020: Iowa Online Course Standards - 1 views

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shared by joanmusich on 09 Jun 20 - No Cached

assignments are aligned with state’s content standards
- joanmusich on 24 Jun 20
  
  Everything seems to be based on state standards and that is what is held over the schools' and teachers, so it is important that alignment is done.
  
  <div class="cArrow"> </div><div class="cContentInner">Everything seems to be based on state standards and that is what is held over the schools' and teachers, so it is important that alignment is done.</div>
  
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Instruction provides students with multiple learning paths to master the content
- joanmusich on 24 Jun 20
  
  Differenciate instruction for all learning levels must be a focus. All students must have the same opportunity to learn. I also think that insttruction must be done to meet not only learning levels, but learning styles.
  
  <div class="cArrow"> </div><div class="cContentInner">Differenciate instruction for all learning levels must be a focus. All students must have the same opportunity to learn. I also think that insttruction must be done to meet not only learning levels, but learning styles.</div>
  
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ol101-2020: Iowa Online Teaching Standards - 9 views

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shared by joanmusich on 09 Jun 20 - No Cached

Establishes standards for student behavior that are designed to ensure academic integrity and appropriate use of the internet and written communication
- joanmusich on 24 Jun 20
  
  Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.
  
  <div class="cArrow"> </div><div class="cContentInner">Standards set up ahead of time are very important. This gives students upfront knowledge of what is expected.</div>
  
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