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Contents contributed and discussions participated by Lynn Helmke

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

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 28 Sep 14 - No Cached
  • As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      These last sentences summarize the article.  Self-assessment does not have to equate with grading.  We need to teach people how to evaluate their own work so that they can make changes to improve their work. I feel that at times people are just after the grade.....pleasing the professor....not about learning. 
  • Rather than assessing whether the student learned from the assignment or not, this method seems geared to identifying any ‘slackers’ or those who sit on the side lines through the entire project, with minimal contributions.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      Question: Couldn't the teacher "see" who has participated in the group work by using the instructor's tools for the online platform or asking for entrance into the google doc process?
  • ‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      Personally, I like self-evaluation better than peer- assessment.  With peer-assessment, other participants may not know why a peer has not contributed at all or minimally to a group project. Maybe there was a good reason.  Also, I still don't like a group grade. What I have seen is that a few people carry the load of the work.
  • ...3 more annotations...
  • Yet there are times when it won’t work, this is where I agree with Professor Rees, the situations where students do need detailed and constructive feedback from an instructor, or mentor that is qualified.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      I agree with this statement.  When I am paying for a graduate course, I want feedback from the person who knows more than I know about the subject. Peer review is fine, too, but the instructor needs to step in when information/insight needs to be added to the discussion.
  • t is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
  • It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
    • Lynn Helmke
      Lynn Helmke on 05 Oct 14
       
      I think that the steps given in this paragraph are crucial for this process to work.  It is teaching what is expected and guidance how to measure.
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ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

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shared by Joanne Cram on 24 Sep 14 - No Cached
  • However, student- and peer-assessment should not be used in the formal grading process.
    • Lynn Helmke
      Lynn Helmke on 27 Sep 14
       
      I think that this sentence is important and should not be missed.  Interesting that the thought is that self-assessment should not be part of the formal grade. 
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ollie_4-fall14: Building a Better Mousetrap - 4 views

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shared by criley55 on 17 Sep 14 - No Cached
  • As both institutional enrollment needs and social pressures for access raise the need of remediation (Soliday), rubrics become increasingly important to student success. Gisselle O. Martin-Kneep, in “Standards, Feedback, and Diversified Assessment: Addressing Equity Issues at the Classroom Level,” reports that extensive use of rubrics can help minimize students’ educational disparities and bring fairness into assessment on numerous levels:
    • Lynn Helmke
      Lynn Helmke on 20 Sep 14
       
      I agree with the author on this point.  Using well-written rubrics and sharing with students before and during the project for self-assessment is critical for closing the achievement gap. There is a whole group of students who do not know what a teacher "wants". 
  • imilarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Very interesting points about the negative side of rubrics for students who may be gifted in the area of writing. Because my career has focused on students who are struggling, it makes me aware of how "one size does not fit all."  I guess the gifted student writer has to learn how to pass the State Assessment and then encouraged and mentored to grow in their gift of writing....interesting.
  • Steps in developing a scoring rubric
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      Building a good rubric takes time and patience.  I appreciate seeing these steps.  I am keeping a copy of this article on my computer. I really could keep it just in Diigo. :)
  • ...1 more annotation...
  • How well is the rubric tied to instruction? That is, does the rubric use the same critical vocabulary used in our instruction?
    • Lynn Helmke
      Lynn Helmke on 21 Sep 14
       
      i appreciate the author stating that another criteria is that the rubric is tied to instruction and uses the same critical vocabulary. High stakes state testing is here.  But, I prefer to put my energy into increasing student learning so that all students can feel successful in school.....closing the achievement gap.....and not just measured by state tests.
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ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

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shared by Joanne Cram on 09 Sep 14 - No Cached
  • A Solid Foundation for a Balanced System
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      I absolutely agree:   balanced systems for assessing learning with assessment-literate users.  When a district has many teachers, an implementation plan on how to have all teachers assessment-literate is crucial.  Then how is a district going to measure the success?  It needs to be included in the teacher evaluation process. (Lynn
  • 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.
    • Lynn Helmke
      Lynn Helmke on 14 Sep 14
       
      The assessment methods utilized by teachers in the classrooms can have the greatest impact on student learning IF the teachers know how to use assessments to impact instruction. Hence, the need for good professional development concerning assessment. (Lynn)
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Top 100 Tools for Learning - 0 views

c4lpt.co.uk/top100tools moodle_iowa
shared by Lynn Helmke on 09 Mar 14 - No Cached
  • Lynn Helmke on 09 Mar 14
     
    Here are the Top 100 Tools for Learning 2013 - the results of the 7th Annual Learning Tools Survey.
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50 Education Technology Tools Every Teacher Should Know About - 0 views

fluency21.com/...very-teacher-should-know-about moodle_iowa
shared by Lynn Helmke on 23 Sep 13 - No Cached
  • Lynn Helmke on 09 Mar 14
     
    A list of technology tools for teachers.
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ollie1-cohort7: Iowa Online Teaching Standards - 0 views

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 22 Jan 14 - No Cached
  • Provides substantive, timely, and constructive feedback to students
    • Lynn Helmke
      Lynn Helmke on 01 Feb 14
       
      Timely and constructive feedback to enhance learning has been well documented in educational research for face-to-face instruction. I am finding as a student taking part in online learning, it is critical for me to have feedback to enhance my learning.  It is not about the grade.  I want to learn.   I want to know that I am understanding what is being taught and I can apply that learning. 
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