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Contents contributed and discussions participated by Elizabeth Fritz

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Elizabeth Fritz

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

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

shared by Elizabeth Fritz on 31 May 16 - No Cached
  • One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
    • Elizabeth Fritz
      Elizabeth Fritz on 31 May 16
       
      This example was modeled in our current OLLIE course AFE. I learn best with modeling and I am sure this also reflects best practice with my students.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      I have used goal setting in my own music classroom, but not in my online teaching. Evaluating progress could be more student-centered if they were creating their own goals.
  • Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      As instructors, we need to teach assessment as part of our instructional strategies.
  • ...2 more annotations...
  • It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      This is thought provoking to me. I often specifically gather student feedback on my courses. I have not combined student created assessments to assessment of my own teaching. I will reflect more on how to incorporate this into my own teaching.
  • 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. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project
    • Elizabeth Fritz
      Elizabeth Fritz on 01 Jun 16
       
      Based on coursework done during the OllIE courses, I feel this approach will be the best place to start to incorporate into my own courses. It combines 2 separate types of evaluation. The important element to include is teaching students how to accomplish the assessment by modeling the activity.
Elizabeth Fritz

ollie_4_1: Building a Better Mousetrap - 1 views

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shared by Elizabeth Fritz on 18 May 16 - No Cached
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      I have often felt that some students view the rubric as a checklist and do the minimum. Good rubric writing is a must to get past this aspect.
  • . 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.
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      Another angle is to develop the rubric WITH your students. Helps to provide ownership of learning.
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
    • Elizabeth Fritz
      Elizabeth Fritz on 21 May 16
       
      This is a lot to think about! I can see the elements we have been using within our group rubric creation.
Elizabeth Fritz

ollie_4_1: Educational Leadership: The Quest for Quality--article - 0 views

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

shared by Elizabeth Fritz on 10 May 16 - No Cached
  • Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
    • Elizabeth Fritz
      Elizabeth Fritz on 15 May 16
       
      match the assessment method to reflect intended learning 
  • This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
    • Elizabeth Fritz
      Elizabeth Fritz on 15 May 16
       
      multiple types of assessments AND both formative and summative
Elizabeth Fritz

Nine steps to quality online learning: Step 9: Evaluate and innovate | Tony Bates - 0 views

www.tonybates.ca/...g-step-9-evaluate-and-innovate

moodle_iowa

shared by Elizabeth Fritz on 17 Jan 16 - No Cached
  • Elizabeth Fritz on 17 Jan 16
     
    reflections on online learning specifically LMS oriented
Elizabeth Fritz

Using SoftChalk with Moodle - SoftChalk - 0 views

softchalk.com/moodle

moodle_iowa

shared by Elizabeth Fritz on 17 Jan 16 - No Cached
  • Elizabeth Fritz on 17 Jan 16
     
    Videos for Soft Chalk/moodle integration
Elizabeth Fritz

ollie1 (Peterman): Iowa Online Teaching Standards - 40 views

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iowa online moodle_iowa ollie_iowa

shared by Elizabeth Fritz on 17 Sep 15 - No Cached
  • content knowledge (including technological knowledge
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      great connection to Technological Pedagogical Content Knowledge (TPACK) ...attempts to identify the nature of knowledge required by teachers for technology
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • Elizabeth Fritz
      Elizabeth Fritz on 17 Jan 16
       
      This can be a most challenging task, online group work that has true collaboration. So often we just want to be anonymous.
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