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Contents contributed and discussions participated by maryhumke

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

moodlesw.aealearningonline.org/...view.php
shared by benrobison on 17 Apr 20 - No Cached
  • The instructor must explain expectations clearly to them before they begin.
    • maryhumke
      maryhumke on 21 Apr 20
       
      It is hard for peers to assist when they are not given specific information
  • One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
    • maryhumke
      maryhumke on 21 Apr 20
       
      Contracting can be a great way to motivate reluctant students. The structure tells them exactly what the expectations are.
  • Measure each student's achievement while allowing for individual differences between students in a class
    • maryhumke
      maryhumke on 21 Apr 20
       
      Not all students show their achievement in the same way. Great way to individualize
  • ...1 more annotation...
  • The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.
    • maryhumke
      maryhumke on 21 Apr 20
       
      Great way to get students involved in their own learning
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ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

moodlesw.aealearningonline.org/...view.php
shared by Evan Abbey on 30 Mar 20 - No Cached
  • e assessor must begin with a clear picture of why he or she is conducting the assessment. Who will use the results to inform what decisions? The assessor might use the assessment formatively
    • maryhumke
      maryhumke on 14 Apr 20
       
      In a data driven world, which I totally agree with, the data is only valid if the reason for the data is clear and understood.
  • Do the results provide clear direction for what to do next?
    • maryhumke
      maryhumke on 14 Apr 20
       
      This must be the purpose for data. What direction will come from the results? Otherwise, it becomes busy work.
  • At the level of annual state/district standardized assessments, they involve where and how teachers can improve instruction—next year.
    • maryhumke
      maryhumke on 14 Apr 20
       
      Intersting it is not the same the same sampling of students.
  • ...1 more annotation...
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think too often we are told what data to take but do not know why and don't have a genuine investment in the collection. How many teachers have been involved in taking data from an IEP goal and have no idea what the actual goal says.
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ollie-afe-2020: Building a Better Mousetrap - 2 views

moodlesw.aealearningonline.org/...view.php
shared by leipoldc on 05 Apr 20 - No Cached
  • Rubrics can be used either for “filtering”—as they are used in placement testing—or for “latticing,” or “scaffolding”—if they are shared with students prior to the completion of any given assignment.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • Some educators advocate going beyond merely sharing rubrics with students.
    • maryhumke
      maryhumke on 14 Apr 20
       
      I do wonder about this. If life situations are we given this much specific detail for success?
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ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php
shared by leipoldc on 12 Apr 20 - 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.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I have enjoyed our course work on this. It has made me really think the steps between objection and assessment.
  • It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
    • maryhumke
      maryhumke on 13 Apr 20
       
      I will remember these questions Often feedback is just a general statement of good job. These questions will drive student with specific feedback.
  • student- and peer-assessment should not be used in the formal grading process.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • ...2 more annotations...
  • Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process.
    • maryhumke
      maryhumke on 13 Apr 20
       
      I think this is very important. There are too many variables in peer statements and comments.
  • You must also relate your explanation to one of the properties we have been discussing in class to indicate the reason the steps were incorrect.” Again, the students know the goal, where their response differed from the criteria, and how they can improve their explanations.
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