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Contents contributed and discussions participated by keyna day

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keyna day

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

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

shared by keyna day on 03 Aug 12 - No Cached
  • Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • keyna day
      keyna day on 07 Aug 12
       
      Our school is working on this and I believe we're doing an excellent job with posting/explaining our "learning targets" everyday. It is an excellent way to keep teachers and students focused on its learning goals. There is still more to apply and tweak but this is where I feel very confident about in my teaching.
  • 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.
    • keyna day
      keyna day on 07 Aug 12
       
      The criteria teachers must apply for formative assessment first needs to come from national/district standards, then broken down into unit goals, then down again into daily goals, then written so that students can understand them! Whew. That's why this is something to keep striving for!
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
    • keyna day
      keyna day on 07 Aug 12
       
      Some high school students can burned out if they are asked to constantly think about what they are learning. What has worked has been to check with them periodically or with a performance assessment to check how they are doing with their learning. Maybe if they were "trained" earlier, they would be more receptive more often.
  • keyna day on 07 Aug 12
     
    Five Attributes of Formative Assessment
keyna day

ollie_4: Building a Better Mousetrap - 3 views

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shared by keyna day on 31 Jul 12 - No Cached
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • keyna day
      keyna day on 31 Jul 12
       
      In my own experience, giving and reviewing the rubric to the students beforehand, analyzing their progress along with the rubric, and students self-assessing as they work on their projects have produced higher quality projects and upper level learning skills. Students have also felt better about the process of doing projects since they know what is being graded and they can see improvement in what they are learning.
  • More conceptually, critics claim that rubrics, in effect, dehumanize the act of writing.
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
  • ...12 more annotations...
  • most state issued rubrics used in secondary school standardized testing are poorly designed rubrics that list specific static elements encouraging students to simply make sure their essays have those features.
    • keyna day
      keyna day on 31 Jul 12
       
      A poorly written rubric can be just as detrimental in students' learning as poorly structured tests/quizzes. It would lead to confusion for the student and frustration for the teacher.
  • rubrics provide students with clear and specific qualities to strive for in those assignments that “are open-ended, aligned more closely to real-life learning situations and the nature of learning”
  • 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.
  • I once gave extra credit to a student who realized that without providing a shred of meaningful content she could meet all the requirements of a state writing rubric he posted in his classroom. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent.
  • General rubrics can be applied to various assignments; for example, one rubric can be used to assess all of the different papers assigned in a freshman composition course. Specific rubrics, on the other hand, are particular to a given assignment—one rubric for a narrative essay, another one for an argumentative essay.
  • student grows to understand fundamental standards in writing—like form and coherence—exist across the board
  • Write a definition of each of the dimensions
  • examples of student work
  • you may choose to develop a holistic scale or a checklist on which you will record the presence or absence of the attributes of a quality product/performance
  • purpose of assessment
  • deciding who your audience
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • keyna day
      keyna day on 31 Jul 12
       
      These and other included questions are excellent to ask when assessing rubrics.
keyna day

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

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

shared by keyna day on 24 Jul 12 - No Cached
  • The assessor needs to have a clear picture of what achievement he or she intends to measure.
    • keyna day
      keyna day on 24 Jul 12
       
      Sounds like such a simple concept to have clear learning targets but until recently, many teachers would not line up their assessments (tests/quizzes) with what they were teaching in the classroom. They might have spent 10-25 minutes on a concept but assess that for 75% of a test. Clear learning targets and lining them up with assessments keeps teachers accountable for what they are doing in the classroom.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others
    • keyna day
      keyna day on 24 Jul 12
       
      Many times the rubric or learning target checklist can be given to students before, during or after (if there are multiple goals) their learning/formative assessments to gadge how they are progressing.
  • Periodic interim/benchmark assessments can also serve program evaluation purposes, as well as inform instructional improvement and identify struggling students and the areas in which they struggle.
  • ...2 more annotations...
  • the use of clear curriculum maps for each standard,
  • teachers can choose among the four assessment methods (selected-response, extended written response, performance assessment, and personal communication)
  • keyna day on 24 Jul 12
     
    Clear Learning Targets
keyna day

ollie1: Iowa Online Teaching Standards - 1 views

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shared by keyna day on 16 May 12 - No Cached
  • Knows the content of the subject to be taught and understands how to teach the content to students
    • keyna day
      keyna day on 20 May 12
       
      It is important that the instructor have a good background in the content knowledge, the learning targets and what standards/knowledge is to be assessed.
  • Identifies and communicates learning outcomes and expectations through a course overview/orientation
    • keyna day
      keyna day on 21 May 12
       
      It is essential that the course be highly organized with clear learning targets and expectations through the overview/orientation so that the student can easily follow along as the course progresses.
  • keyna day on 20 May 12
     
    Standards for Online Teaching
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