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Contents contributed and discussions participated by kellie kendrick

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kellie kendrick

Article(s): Self- and Peer-Assessment Online - 0 views

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shared by kellie kendrick on 12 Feb 14 - 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
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      I have seen this pressure happen, but not so much because of friendships. When my students peer edit something, they tend to provide more feedback for students who may not be thought of as the smartest in the class, whereas the student who is considered the best in the class will receive little to no feedback on his or her paper. I think my students feel that they are not in a position to correct someone's Spanish abilities if they feel that they are not as smart as them. I would love it if anyone had ideas on how to fix this!
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • ...9 more annotations...
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
  • 2) When assignments are low stakes [i.e. when a course is taken for professional development of personal interest as was the Digital Cultures course].3) Where credit is not granted.
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      Are these two effective because peer editing is not a very valid way of grading? I found it interesting that these were mentioned. I never have my students grade each other, rather I have them edit things together and evaluate together as part of a formative assessment rather than a summative one.
  • The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
    • kellie kendrick
      kellie kendrick on 14 Feb 14
       
      I started using a checklist with my online student this semester, and found that it has made a lot of difference. Each week, she has a checklist of requirements to meet, and she is to check them off when they are completed. We have both talked about the fact that she understands the goals of the week much better and feels like she is better with time management now because of it. She can now self-assess what she has finished and what she has yet to accomplish.
kellie kendrick

ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 4 views

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shared by kellie kendrick on 30 Jan 13 - No Cached
  • may be accompanied by realistic examples of those that meet and do not meet the criteria
    • kellie kendrick
      kellie kendrick on 05 Feb 14
       
      I used to be hesitant about showing my students examples because I didn't want to limit their creativity. Once I started showing them, however, I saw that more students understood how to demonstrate their knowledge of the goals set out, and the end products were much more high quality. I first only did this with big projects, but have slowly begun showing students more high and low quality examples for smaller projects too.
  • In addition, students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
    • kellie kendrick
      kellie kendrick on 05 Feb 14
       
      Self and peer reflection is something that I still struggle with. I have my students in Spanish III and IV often perform peer reflections with the writings that they do, but they still do not always take it seriously. I have tried to tell them that they should work hard to improve someone else's paper because they want their peers to help improve their own papers. As for self reflection, I am still working with my students to see the value in their own thinking.
kellie kendrick

ollie_4: Building A Better Mousetrap: The Rubric Debate - 0 views

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shared by kellie kendrick on 29 Jan 14 - No Cached
  • 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.
    • kellie kendrick
      kellie kendrick on 29 Jan 14
       
      This is something important to think about. Yes, including certain requirements are important on a rubric, but I think it is also important to include some things that are more subjective (like how does the content answer the question asked/problem given) rather than a student's ability to use the commas with zero errors.
  • with state-issued rubrics imposed on public primary and secondary schools and
    • kellie kendrick
      kellie kendrick on 29 Jan 14
       
      This article keeps mentioning these awful state issued rubrics. I am interested in knowing what kinds of rubrics are state issued, and also who is making them? One would hope that a state educational task force would be competent enough to create a rubric reliable and valid enough to provide good feedback to all involved.
kellie kendrick

ollie1-cohort7: Iowa Online Teaching Standards - 0 views

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shared by kellie kendrick on 22 Jan 14 - No Cached
  • • Maintains an online social presence that is available, approachable, positive, interactive, and sincere (
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      From both taking and teaching online classes, I know that this is extremely important. Students want to feel like someone is watching them and cares about what they are doing and contributing to class. If a teacher 'shows up' to class more often and updates class, then students will want to log on to class more often too.
  • • Promotes learning through online collaboration group work that is goal-oriented and focused
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      This for me is a big challange when I teach online classes. I want my students to collaborate, but I hate the uncertainty of wondering when my students will log on and complete work. I hate the thought of one student working really hard on group work and then another student coming in at the end and not having an opportunity to complete anything, because the project is already done.
kellie kendrick

ollie_4: Educational Leadership: The Quest for Quality--article - 5 views

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shared by kellie kendrick on 16 Jan 13 - No Cached
  • The 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.
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      This is very important to keep and mind, and is something that I had an issue with at the beginning of my teaching career. It is imperative that a teacher knows what the intended outcome of an assessment is going to be before writing that assessment, so that they can look to those outcomes for guidance when writing questions, creating rubrics, or deciding a number of points for the assessment.
  • and highlight crucial words (for instance, most, least, except, not).
  • and highlight crucial words (for instance, most, least, except, not).
  • ...3 more annotations...
  • and highlight crucial words (for instance, most, least, except, not).
  • and highlight crucial words (for instance, most, least, except, not).
    • kellie kendrick
      kellie kendrick on 22 Jan 14
       
      I have found that highlighting, bolding, or putting words in italics has really helped my students to pay closer attention to the directions or questions and has led to students increasingly getting answers correct.
  • , and highlight crucial words (for instance, most, least, except, not).
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