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Contents contributed and discussions participated by Kay Durfey

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ollie4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

  • Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • Kay Durfey
       
      I can get on board with this definition!
  • Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
    • Kay Durfey
       
      I think this is an area that has gotten a lot of attention in the last five years, and teachers have become more efficient at this.
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • Kay Durfey
       
      Specific and evidence-based feedback is most effective for everyone involved.
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ollie4_1: Building a Better Mousetrap - 0 views

    • Kay Durfey
       
      The idea that the rubric is genuinely "assessing what students have actually learned rather than what they have been taught" is certain what all educators and trainer (for work environments) are aiming for.
    • Kay Durfey
       
      If rubrics were designed and implemented correctly students and teacher could see where the thinking of the student was on target and where they went wrong.
  • Moreover, rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment. However, for the student to successfully use a rubric this way, the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
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  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric. Dona Patrick, an elementary school teacher noticed that while her sixth grade students did well on their state writing test, those students who had been natural writers, those students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews).
    • Kay Durfey
       
      I think that writing with a rubric only becomes "wooden" if teachers present the idea and implementation of rubrics as a formula rather than a "guideline or set of criteria" that have been noted in effective writing.
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
    • Kay Durfey
       
      I absolutely agree that rubrics can assess more than a product; it can and should assess the process or "thinking process."
  • cross the board; meanwhile, the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have cle
  • Consequentially, when rubrics are published in the classroom, students striving to achieve the descriptions at the higher end of the scale in effect guide their own learning. We must keep in mind, however, that other aspects of good pedagogical practice play into student success: rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • Kay Durfey
       
      Interesting.
  • Usually a numerical value is assigned to each point on a scale. You can weight dimensions differently if you feel that one dimension is more important than another. There are two ways in which you can express this value judgment: 1. You may give a dimension more weight by multiplying the point by a number greater than one. For example, if you have four dimensions (content, organization, support, conventions) each rated on a six-point scale, and you wish to emphasis the importance of adequate support, you could multiply the support score by two. 2. You may devise scales of unequal length, which would mean that the shorter scales would count less than the longer ones. For example, organization, support, and content could each be rated on separate 6 point scales, while punctuation and / or spelling could be rated on separate 3 point scales. A paper that was well organized and punctuated would yield 6 for organization and 3 for punctuation. A paper that was perfectly punctuated but poorly organized might yield a 3-3 score.
    • Kay Durfey
       
      This paragraph about weighting certain  parts of the rubric goes directly to what our group was discussing last week regarding our rubric we were creating. This is a kind of how-to.
  • Or you can build your own rubric from scratch—convert existing revision or discovery heuristics into rubrics; convert comments that used to show up on A, B, C, D, and F papers into descriptive phrases, or start completely anew. The Chicago Public Schools web-site offers simple guidelines to follow when designing your own rubric. If you visit the web page I cut and pasted this from, you will find that each item is hyperlinked to a full explanation of the step.
    • Kay Durfey
       
      Creating own rubric can  be very effective but also time consuming.
  • Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric. The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
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Using Formative Assessments to Individualize Instruction and Promote Learning - Middle ... - 0 views

  • However, when asked in an interview what elevation was, the student could not respond. She also could not explain the connection between the pictures and the spheres. When the interviewer asked, "What do you think about when you hear the word elevation?" The student responded, "Like the stuff. … I forgot some of this." When asked to explain the bottom section of spheres, the student responded, "This is water (pointing to hydrosphere). And this one is rock (pointing to lithosphere). No, the rock fits atmosphere better, but I'm not sure." The interviewer then asked why balloons and a spider were included. The student responded, "I'm not sure. I don't know." Upon hearing this, the teacher saw that, just because students could match pictures with words, did not mean they understood that the spider represented all living things which made up the biosphere. The 100% showed performance without understanding.
    • Kay Durfey
       
      I think has happened to all of us both as a student and as a teacher... that is we think we have learned or taught something just because the student or we have recited the correct information.
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Best content in OLLIE Iowa | Diigo - Groups - 2 views

    • Kay Durfey
       
      This is so true! My parents were great about appropriating emphasizing the importance of the ITEDS.
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ollie4_1: Educational Leadership: The Quest for Quality - 1 views

  • But NCLB has exposed students to an unprecedented overflow of testing. In response to the accountability movement, schools have added new levels of testing that include benchmark, interim, and common assessments. Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more. 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.
    • Kay Durfey
       
      I agree that often we as teachers get "hung-up" on completing all the district and state requirements for assessment reporting that sometimes we lose focus on what is really important. One thing that has been most helpful to our building is having a common vision with our Course Level Expectations clearly identified and a plan for how to get there including both formative and summative assessments along with differentiated instruction for getting there. It is not perfect but the planning, processing and implementing has been effective
  • Clear Learning TargetsThe assessor needs to have a clear picture of what achievement he or she intends to measure. 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
    • Kay Durfey
       
      This article really gets at the heart of how important it is to have "focus lessons" both daily and longer term so that teacher and students know the learning targets.
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The Quest for Quality - Educational Leadership - 11 views

    • Kay Durfey
       
      I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
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    I believe that this article "The Quest for Quality" really gets at the heart of the importance of having "focus lessons" daily and more long-term learning targets for both teachers and students. Being specific and purposeful about what and how we want students to learn (skills and academic (vocabulary) is essential to genuine learning and performances.
  •  
    Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.
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