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Gina Rogers

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mcairney

ol101-s2021: Iowa Online Teaching Standards - 0 views

  • Tailors instruction to meet the different needs of students, including different learning styles, different interests and backgrounds, and students with special needs or whom are language learners
    • dulrich
       
      This is critical in a face to face as well as online course. I am curious how an online teacher would know if a student has specific needs? Would a district provide 504 and IEP information to online instructors? Or is the student expected to self-advocate?
  • Demonstrates ethical conduct as defined by state law and local policies or procedures
    • dulrich
       
      Online courses provide a unique way for the instructor to model ethical online behavior. The instructor would need to be very explicit about why things are done a certain way and how that demonstrates proper online behavior.
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
    • dulrich
       
      I feel that creating community is very important for an online course. The discourse and sharing are critical for learning. Without community, it becomes self-study.
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  • designing, and incorporating instructional strategies
    • dulrich
       
      Good design that has the standards and assessments aligned is huge. Having a solid structure helps students engage with the content and their classmates.
  • • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
    • Evan Abbey
       
      Here's my comment
  • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
    • kkf001
       
      This is a technique I use with my students in face-to-face classes; I think it would be even more important in an online situation because there are never any impromptu "downtime" moments in class to check in with the students when they are online and working asynchronously.
  • Understands the differences between teaching online and teaching face-to-face
    • kkf001
       
      This seems overly simplistic, but it's an important reminder. Some activities/elements of a class work no matter what the location, but some are better suited for online, and some better suited for in person. Understanding the difference is key to planning effective lessons.
    • mcairney
       
      Agreed! This is an important one for admin to recognize too!
  • Promotes learning through online collaboration group work that is goal-oriented and focused
    • kkf001
       
      This is something that I felt worked really well when I taught synchronously, but often falls short in asynchronous situations.
  • Creates or selects multiple assessment instruments that are appropriate for online learning
    • kkf001
       
      This is another area in which I have found a lot of online classes lack...it's always good to think outside the "post and respond to three other classmates" box.
    • Gina Rogers
       
      I agree with your comment here. I think that many times feel like they are tied to only discussion posts and multiple choices quizzes as assessment instruments. I would love to see more examples of performance assessments in an online classroom.
  • Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
    • Gina Rogers
       
      I think having a wide range of online instructional strategies is so improtant. An online course can easily feel very repetative. I know that is feedback that I have recieved for online courses that I have facitilated. Having a wide range of strategies for allowing students to interact with the content is importatant.
  • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
    • mcairney
       
      As an instructor you really need to understand the content and how it can be taught in an online environemnt.
  • elects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
    • mcairney
       
      Keeping the course and its resources up-to-date is also so important!
  • Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
    • mcairney
       
      and not assessing just to assess...
Gina Rogers

ol101-s2021: Iowa Online Course Standards - 0 views

  • C. Learner Engagement
    • Gina Rogers
       
      These three different types of engagement (instructor-student, student-student, student-content) are essential for any meaningful learning in an online course. An online course can feel very lonely and isolated. Working to foster these different types of engagment can help mitigate that feeling.
  • • Technologies are chosen that are accessible to students
    • Gina Rogers
       
      This is one area that I feel like I could do a better job in my online course design. Many of the tools that I select are natively more accessible (speech to text, text to speech, etc) however, I don't call out explicitly those accessiblity features. This is one area I woudl ike to improve in.
dulrich

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dulrich

Loom: Video Messaging for Work - 0 views

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    For Screencasing--free and all in one spot so I don't lose them!
jhash84

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

  • However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
    • cjd203
       
      It might also be a good idea for students to have either a hard copy of a rubric or a rubric embedded in their LMS , so they can reference expectations/objectives.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
    • cjd203
       
      I think that this paragraph could be summed up by emphasizing safety in learning. It may be helpful to do some trust building activities before diving into peer assessments.
  • he 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, though this can be reduced if students can submit their assessments independent of the group.
    • cjd203
       
      If submissions were kept anonymous or possibly reviewed by different classes/periods of the same section it my be more effective in reduction of inflated grades.
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  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • cjd203
       
      I think these two points are good ones with respect to self-assessment. Instructors need to lay our clear and concise learning targets/objectives for students. Also, providing examples of high quality work and low quality work gives learners an appreciation for where they are are going and where they are at in the process. Tangible examples of previous student work allows for modeling and a visual cue as to expectations layed out previously.
  • ‘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.
    • cjd203
       
      Interesting self-assessment strategy. This approach definitely helps to not "rock the boat" in terms of assessment linked to group work. This approach allows for ownership and reflection of one's contributions to the collaborative efforts of the group. I wonder if there is any data that breaks down honest/truthful self-assessments when this self evaluation and team grade approach is used?
  • give students a practice session with it.
    • Janet Wills
       
      one of the things I always wrestle with because it takes time --but practice with new tools is always worth it
  • At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.
    • Janet Wills
       
      a process we all go through
  • 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.
    • Janet Wills
       
      always good to never assume students have learned something in previous years
  • A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.
    • Janet Wills
       
      it would be interesting to try this type of portfolio which could be pretty easily done via Google Docs
    • brippentrop-nuss
       
      This could be an interesting way to approach a final???
  • When learners are at a similar skill level.
    • Janet Wills
       
      this might be difficult to do given the range of abilities that can be present in one class
  • Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
    • dulrich
       
      I think a rubric for student interaction within the group context could be valuable as well. We may assume that students know what "good" collaborative group behavior looks like.
  • Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work.
    • dulrich
       
      Clarity in the assignment criteria would be very important as well as modeling how to use the rubric.
  • Group work can be more successful when students are involved in developing the assessment process. This may include establishing their own assessment criteria through consultation with teaching staff. Alternatively you can provide students with sample self and/or peer assessment criteria.
    • dulrich
       
      Co-constructing success criteria can help develop student ownership of the process as well as improving the end product or outcome.
  • As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined.
  • 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.
    • dulrich
       
      This reflection piece helps students figure out how they learn best. Often we teach a strategy, and assume that it will work equally well for all students. A journal might work well for me, but a checklist might be better for someone else.
  • Students
    • ceberly
       
      I am wondering at what age peer assessment becomes appropriate/beneficial?
    • jhash84
       
      I think that anything under the age of about 5th or 6th grade would maybe be too young unless the teacher has really shown what the students should be looking for, but a really good question.
  • a student may agree to work toward the grade of "B" by completing a specific number of assignments
    • ceberly
       
      Thinking about this from a parent perspective, I'm not sure I'm okay with my 9 year old deciding what type of grade they are willing to work for
  • Students can share their self-assessments with a peer or in a small group,
    • ceberly
       
      I'm wondering if this is an intimidating procedure for students who struggle? For example a student with a reading disability often struggles in writing etc. Sharing with peers could be a source of anxiety.
  • A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.
    • ceberly
       
      Clear expectations are so important. In addition to providing a rubric, examples of strong and weak work are also helpful to demonstrate expectations to students.
  • their overall strengths and weaknesses.
    • brippentrop-nuss
       
      This is an awareness that is helpful to students. It brings about a sense of self-awareness that helps them in the learning process.
  • joint process for instructor and student
    • brippentrop-nuss
       
      This is an interesting point on collaboration. The portfolios I've completed for courses it was more more of an individual project. I really like this - it creates a dialogue to process the learning.
  • There may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments. In this situation students may be reminded of the Graduate Student Attributes.
    • brippentrop-nuss
       
      I see this as a common argument for the high schooler. The article points out some great reasons why this is almost more productive for the student to understand and improve on their own assessment.
  • developed set of communication skills
    • brippentrop-nuss
       
      All students can communicate - some elementary students are pretty blunt in their communication. Is there a level where this becomes more effective? Or is it more important to model the skills so students pick up on the process?
  • They were required to submit their self-assessments with the completed work, but their assessments were not graded.
    • brippentrop-nuss
       
      Really like this concept. It could really add to the instructor's ahas of the assignment. It could also open up a dialogue between the instructor and student if there is a discrepancy between grading on certain criteria.
  • lift the role and status of the student from passive learner to active leaner and assessor
    • pnbolton
       
      A colleague told me he has his students use the rubric to first grade their assignment, and then they turn in their project. I want to start doing this so students can justify/defend or change their work before they turn it in. I have always provided a rubric but a lot of times kids don't look at it until after.
  • Students will have a tendency to award everyone the same mark.
    • pnbolton
       
      I have found this issue of my students giving everyone 100% or being overly harsh on the students. I need to take time to teach my kids how to correctly assess.
  • reflect
    • pnbolton
       
      If i had to take a keyword away from my latest PD and this class is REFLECT REFLECT REFLECT. The students need to take responsibility of their learning and reflect how they did, what they learned, and how they can use it.
  • mature
    • pnbolton
       
      I believe learned needs to be open to feedback and know that no one is out to hurt or target them but help them grow in their learning
  • These students reported that their ability to self-assess depended on knowing what the teacher expected
    • pnbolton
       
      This is why clear expectations and rubrics are so important so students know exactly what is expected and needed.
  • by evaluating the work of their peers
    • jhash84
       
      I have used this method a number of times with some success. Other times it just turns into giving their friends a good grade and not actually giving any feedback. Have to be careful with this method but can be a positive Assessment if done correctly.
  • Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
    • jhash84
       
      I believe that students can be a ton better learners when they are engaged in whatever the subject happens to me. When they feel a purpose it makes more sense to them.
  • Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance.
    • jhash84
       
      I absolutely love this concept of setting goals. I don't care what it is in, the weight room, sports, grades, ect. When you have something that you can see the progression in and that breeds competition that will creating success and harder work.
  • Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
    • jhash84
       
      This type of things gives the students a clear view of what is expected of them
Gina Rogers

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

  • no peer ever wrote more than three sentences.
    • lizmedina
       
      Indeed, this is a valuable part of peer editing that is oftentimes not properly sued by students and requires much more practice in implementing
  • students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
    • lizmedina
       
      This is a very difficult task for many of my ELL students, particularly the newcomers
  • why?
    • lizmedina
       
      It seems that I spend a lot of time in the "why" of assessments and assignments when supporting teachers with struggling learners.
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  •  sample peer evaluation 
    • lizmedina
       
      link does not work
  • higher education institutions
    • lizmedina
       
      I don't necessarily think it's a task solely for higher education, but it is one that requires direct teaching and practice.
  • provide guidance on how to judge their own and others’ contributions.
    • lizmedina
       
      Practice and discussion is so important in helping students have a better grasp of how to evaluate and why
  • Students must feel comfortable and trust one another in order to provide honest and constructive feedback
    • ajmoss80
       
      It is interesting how many times in this course the idea of a supportive "classroom culture" comes up. A positive culture that encourages risk-taking and does not penalize "failure" is very important to getting the most out of self- and peer-assessment.
  • students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • ajmoss80
       
      Student goal-setting is something I've not tried in my classroom, but I am intrigued by it. To me it seems this would most successful within a scaffolded structure of teacher-provided "big-picture" goals. The student would then provide some "mini-goals" to work toward.
  • they need to be taught strategies
    • ajmoss80
       
      This is a key statement. Students don't automatically know how to monitor and assess their own learning. It is a skill that can and must be taught.
  • Represent a student's progress over time
    • ajmoss80
       
      This is probably my favorite characteristic of a portfolio -- how they show progress over time. It is instructive and just plain fun to view growth at the end of the course by viewing a portfolio of work. So often, it is difficult to see growth on a day-by-day basis. But when one steps back and takes a long-term view, growth is plainly evident.
  • with instructions
    • ajmoss80
       
      When I have utilized peer-assessment in the 9-12 level, the most success I had is when I gave the group direct instructions and a time limit. For example, I might tell them they have 7 minutes "on-the-clock" to read their partners introduction, followed by 7 minutes of discussion. Then we move on to the next section. This helps the group stay focused and on-task, rather than giving a 40 minute block of time to just "peer-review" and give no other direction.
  • In this paradigm, self-assessment is not the same as self-grading. Rather, students are looking at their work and judging the degree to which it reflects the goals of the assignment and the assessment criteria the teacher will be using to evaluate the work
    • travisnuss
       
      This was my thought when I was reading the last article "Why and When Peer Grading is Effective for online learning." I didn't feel that Peer Grading is the same as Peer Assessment. I like the idea of Peer or Self assessment where they reflect and improve on their learning, but not necessarily be given a grade based on the assessment. I think even as teacher's if we spent more time assessing students without giving a grade, we could get a lot more learning from the students.
    • Stephanie Monahan
       
      Would self-assessment be seen differently/positively through the eyes of our students if their grades were standards-based instead of points/letter grades?
  • Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
    • travisnuss
       
      I see way too many students try and do this, especially students who feel they must have an A at all cost. They don't want to actually learn the material, they just want to know what they have to do. I see where this has lead to students taking less risk and less thinking for themselves trying to problem solve how to do something on their own.
  • When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
    • travisnuss
       
      Checking work, revising it and reflecting on it seems to always go hand and hand with writing. I've always wondered and even tried to dabbled with a way to do revisions in math courses without just having the students "redo" a problem to get the right answer. Unfortunately, in my attempts, I get just that. I can't get the students to necessarily reflect on what they did wrong, but rather another attempt at getting the correct answer.
  • One way to make sure students understand this type of evaluation is to give students a practice session with it
    • travisnuss
       
      This is something that I definitely need to get better at is practicing with my students what I expect them to do. I need to do a better job at modeling and giving examples of expectations for things like peer assessing, self assessing and even examples of proficient work.
  • For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
    • mhoekstra86
       
      Relationship building within the classroom beyond just between teacher and student would be so crucial here! The community dynamic would need to be on point.
  • •Encourages student involvement and responsibility.
    • mhoekstra86
       
      This is a goal area for me. How do I use self reflection in a way that feels like time well spent to the student and myself so the student can also fell a sense of ownership and total control of their outcome?
  • When learners are at a similar skill level.
    • mhoekstra86
       
      This is a huge concern specifically for this year. It is very obvious at all grade levels in the Cedar Falls Virtual Campus that the skill sets for our students are either very high or very low. The middle ground is all but gone which makes this method of assessing very challenging.
  • They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
    • mhoekstra86
       
      Have strong example work is another area I am working on. My curriculum is still very new and has had a lot of interruptions from outside issues which has meant priority has not been placed on building a strong set of examples.
  • I barely touched on the use of rubrics, which is the tool I suggest for evaluating the completed team project itself.
    • mhoekstra86
       
      Considering the high level of emotion that can occur with group projects, I could never imagine assigning a group task without a solid rubric. The subjective nature of a group project means I need solid expectations in order to clarify any grey area as well as hold students responsible who do not meet those expectations.
  • •increase student responsibility and autonomy •strive for a more advanced and deeper understanding of the subject matter, skills and processes •lift the role and status of the student from passive learner to active leaner and assessor
    • Stephanie Monahan
       
      Who (meaning teachers) wouldn't want this? I have tried self-assessment with upperclassmen with some success...the success rate drops dramatically when I implement self-assessment in my Biology classes. I must not be implementing it well...or waiting too long to implement it.
  • Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses.
    • Stephanie Monahan
       
      If we know self-assessment is powerful, why are so many teachers not doing it?
  • “Professors in the trenches tend to hold their monopoly on evaluating their students’ work dearly, since it helps them control the classroom better by reinforcing their power and expertise,”
    • Stephanie Monahan
       
      In the 'Self-Assessment Does Not Mean Self-Grading' article, it stated that most students in the study didn't perform self-assessments in their other classes...even though we know self-assessment creates deeper learning, independence, critical thinking, and several more positives that teachers hope for. This statement reminds me why self-assessment doesn't exist in most secondary classrooms...it's a control-thing.
  • When learners are mature, self-directed and motivated
    • Stephanie Monahan
       
      This is why I have rarely implemented peer review in my Biology classroom. I've seen it work perfectly within an AP classroom...but it doesn't go over well with my at-risk population of sophomore students.
  • Advantages:
    • mcairney
       
      There is a lot front-loading that needs to happen for students to do this effectively.
  • Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments.
    • mcairney
       
      After years of students being told what their grade is, this can be a huge shift, especially for older students.
    • Gina Rogers
       
      I agree with this. You need to explicitly teach students how to be helpful peer evaluators and effective at self-assssment.
  • Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
    • mcairney
       
      I would say another challenge with collaborative work is that if group work builds onto the work of the others, if that work isn't completed, it becomes stagnant.
  • with an eye for improvement.
    • mcairney
       
      Teachers modeling this for students is very important too.
  • student’s grade
    • mcairney
       
      I would imagine this would be a separate grade than the grade for the work, correct?
  • At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.
    • Gina Rogers
       
      I used to use a lot of checklists and feedback stems for peer evaluation. I found that these helped to make the quality of the feedback that students gave to one another better.
  • For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
    • Gina Rogers
       
      I have mixed feelings about contracts. They can be useful for motivating students, but they reinforce this "points race" mentality that some students have rather than having students focus on mastery.
  • Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.
    • Gina Rogers
       
      I do really like portfolios because they require a lot of reflection from students. Students really have to have mastered content at a really deep level so they know whether or not their work is a great example of the mastery of a standard or concept.
  • 6)  Learners have a developed set of communication skills.
    • Gina Rogers
       
      It is important to equip students with a checklist and some sentence frames/stems for them to give effective/useful feedback.
jhash84

ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

  • In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
    • dulrich
       
      What is the saying.... Culture eats Structure for lunch. If your class doesn't have the collaborative culture in place the structural changes you want to make in feedback will be less effective.
  • In addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
    • dulrich
       
      It takes time to develop the class culture for self and peer feedback, but it provides students with so much more information than just waiting for instructor feedback. Helping students think meta-cognitively is huge, especially when looking to close gaps.
    • cjd203
       
      Your idea of building culture/structural supports through collaboration and sharing is key! It allows for self-assessment through reflection and metacognitive analysis. To get students to really dig in and think about their learning through shared experience is the name of the game.
  • Where am I going? Where am I now? How can I close the gap?
    • dulrich
       
      All three of these are important for effective feedback. I think that is probably more emphasis on the "Where am I now?" aspect than the other two points.
  • ...24 more annotations...
  • One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
    • cjd203
       
      I think the term "during" is the important to key in on this statement. Formative assessment helps us keep a pulse on learning as it is happening along the way. Although summative assessment is often referred to as more high stakes, formative assessment is equally if not more important. By the time you get to the summative part of a unit it is often too late to help support students working towards mastery.
  • There has been substantial interest in formative assessment among U.S. educators during recent years. Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
    • cjd203
       
      I am curious as to how often my classmates formatively assess student learning? Would you say daily, weekly, monthly? Anybody have any formative strategies that work well for them? I have had success w/ the thumbs up, down and sideways strategy...
    • Janet Wills
       
      I do formative assessment at least weekly-- one big revelation I've been working with is that formative assessment doesn't have to be big and fancy;it just needs to show the level of understanding kids are at
    • mcairney
       
      You are probably formally assessing every day. It doesn't have to be 'formal' or planned. But I imagine that each day you are gathering information that will help to drive your instruction for the following day.
  • during
  • A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
    • cjd203
       
      Modeling what positive & constructive feedback looks like is something to definitely consider when implementing peer review in the classroom. Getting started with the process of peer review/collaboration in terms of students knowing what to do and not to do allows for safety in the process and help build a classroom atmosphere that can be engaging and student driven.
    • brippentrop-nuss
       
      This makes sense if students have seen feedback modeled they would have an understanding of the concept and open to giving feedback to their peers and receiving it from peers.
  • opportunities for students to monitor their ongoing progress.
    • cjd203
       
      Allowing for student self-assessment in the learning process is HUGE! It can allow for reflection and encourage ownership in one's education.
  • involve both teachers and students
    • brippentrop-nuss
       
      This is an important concept to remember. I think many students are set in the mindset of school that learning is forgotten. Having the students be more involved might change the mindset that their opinions/thoughts do relate to what is being taught.
  • With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
    • brippentrop-nuss
       
      I agree with this statement. Questions that come to mind deal with time. How can we offer effective & detailed feedback in a timely manner to all of our students?
  • helping students to provide constructive feedback to each other
    • brippentrop-nuss
       
      Constructive feedback is sometimes challenging for students. It needs to be helpful not hurtful is the phrase I try to repeat when we do utilize peer feedback. It is also interesting for me to see what kind of feedback they give each other. I can make adjustments or clarifications for future activities.
  • The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
    • Janet Wills
       
      can be as simple as 'reading the room'
    • pnbolton
       
      That is one thing I struggle with my online learners, if they don't advocate and speak up that they may be confused and their camera is off I am missing the opportunity to physically see if students udnerstand/struggling.
    • mcairney
       
      I can see how that can be a challenge. I have had participants finsih a course and THEN tell me that they found the platform and technology challenging. But it's so hard to help if the communication isn't working between you and your students.
  • Learning goals and criteria for success should be clearly identified and communicated to students.
    • Janet Wills
       
      don't keep things a mystery for students to guess at!
    • mcairney
       
      How much time is wasted with students guessing at what teachers want from them? And then grading it and saying--this isn't what I was looking for!
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
    • Janet Wills
       
      everyone benefits if students can do self-assessment!
    • Stephanie Monahan
       
      I wholeheartedly agree. Whether students actively take pat in self-assessment varies greatly depending on the level of course I'm teaching. I have many students that just want to know the amount of points something is worth...they aren't concerned with whether they have learned anything or not. Maybe I need to do a better job of modeling...and start earlier with self-assessment.
  • process requires the teacher to share learning goals with students
    • ceberly
       
      As an instructional coach I have been able to observe that this makes a difference for students whether they are 5 or 15
  • evidence-based feedback that is linked to the intended instructional outcomes
    • ceberly
       
      The use of rubrics can be helpful in defining evidence.
  • Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
    • ceberly
       
      I have found this to be very challenging for students at the elementary level. They need lots of modeling and practice to be effective
  • connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Stephanie Monahan
       
      This sentence resonated with me visually...having completed a learning progression in class a couple weeks ago and then attaching how I'm assessing my students.
  • timely feedback
    • Stephanie Monahan
       
      This is what I see most colleagues struggle with. Timely to me means by the next class period; timely to others means within 2 days or one week.
    • pnbolton
       
      I know as teachers we have so much going on in our professional and personal life, but students need that feedback to make sure they are doing it right or can come seek extra help!! It's defiantly a balance!
    • mcairney
       
      Timely feedback is so challenging! It's hard for teaachers to get all that done and not have to be working into the night. Digital tools can probably help with some of that, but it still isn't perfect!
  • sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
    • Stephanie Monahan
       
      I think this whole paragraph is great. The two words that stuck out the most were transparency and non-threatening. If there are learning progressions for students to follow and formative assessments along the progression, transparency and non-threatening should be achievable.
  • adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
    • pnbolton
       
      I have a wide range of students (freshmen- seniors) in the majority of my classes and I sometimes struggle to differentiate for so many different groups.
  • collecting evidence
    • pnbolton
       
      At Knoxville we use Canvas and I love the features they have to get the evidence and quick feedback.
  • cators representing approximately 2
    • jhash84
       
      dd
  • From a learning progression teachers have the big picture of what students need to learn,
    • jhash84
       
      Being able to gather this "big picture" idea of what a student needs to learn can be very difficult to do. Everybody's 'big picture" will be different as well.
  • Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways (e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts), and that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each level of the progression would be to investigate a set of artifacts in increasingly sophisticated ways to extract information about a particular period or event in history. Not only would such investigations support the students’ development of historical reasoning, they would also provide evidence of the students’ ability to reason in increasingly complex ways. This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information. Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
    • jhash84
       
      This is a really great process of "high order thinking" Being able to assess resources on their own and then go beyond that to be able to solve the question or problem with that source take some inner drive to complete. A lot of students just want to you tell them what to do.
  • However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
    • jhash84
       
      I really do believe that students can get to higher order of thinking if they can take some pride or a lead on their own learning. Again, something that can be very hard to get kids to do.
  • in a sixth grade math class students working in groups
    • jhash84
       
      I think that group work is a great way to get the most out of some. Also, using competition can bring the best out of the group.
mhoekstra86

ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

  • during the teaching/learning process
    • lizmedina
       
      This is key in the teacher/learner relationship, it is an active ongoing process allowing the student to grow from a dependent learner to an independent learner
  • involve both teachers and students.
    • lizmedina
       
      Absolutely, it is a shared learning process
  • Learning progressions
    • lizmedina
       
      Using the learning progressions in this course has been helpful in being more intentional on how I structure and scaffold my assignments. They have been eye opening and useful!
  • ...18 more annotations...
  • students will know
    • lizmedina
       
      Definitely a learning partnership
  • bona fide partners in the learning process
    • lizmedina
       
      This is a point we are currently working on with our staff through Culturally Responsive Teaching
  • during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals
    • Gina Rogers
       
      This really sums up two of the most important aspects of formative assessment for me: formative assessment should happen during the course of instruction and teachers should make adjustments to their instruction based on students performance on formative assessment.
  • 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.
    • Gina Rogers
       
      This is the single most important part of the learning progression learning that we have done. When you find the sub-skills that are needed for students to get to the large skill, you know where and what formative assessments need to be built in. It also helps you stay focused on what the formative assessment should be actually assessing. This helps you keep the formative assessments short and focused and makes the feedback manageable.
  • 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
    • Gina Rogers
       
      This is a really great practice. Write the learning intentions (targets) in student-friendly language and then provide students with a model of mastery (an non mastery).
  • 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
    • Gina Rogers
       
      I think this is a great summary of what a student-centered and learning-driven learning environment might look like. Formative assessment can support these descriptors because it helps students know where they are in relation to the learning objective. It answers the, "How am I going?" bit of Hattie's three questions that students should be able to answer about their learning, "Whrere am I going?, How am I going? and Where to next?"
  • then provide several examples of critiques of political essays
    • travisnuss
       
      I think providing examples and going through those examples to examine strengths and weaknesses is a must for formative assessments to help students self-assess their own work.
  • . Specific, timely feedback should be based on the learning goal
    • travisnuss
       
      I struggle with this. I know I need to do a better job at providing feedback to the students, but I get overwhelmed with the amount of time it takes to give the feedback to each student. End up resulting in marking right or wrong on formative assessments, etc.
  • Formative assessment is a process that directly engages both teachers and students
    • travisnuss
       
      Something else I need to figure out how to do a better job of in my classes is including the students in the process of self-assessment.
  • The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
    • travisnuss
       
      I really like this statement. Feel to many times we try to not recreate the wheel when we hear something works for one teacher, we feel we can just copy the method and do it the same way in our classes rather than tailor it to our needs. In the end, what we think will end up saving us time, actually costs us more in the long run.
  • teachers must first identify and then communicate the instructional goal to students
    • ajmoss80
       
      I think this is very important -- teachers must share with their students what is to be learned in a direct fashion. This is often done with a daily objective placed on the board, or something similar.
  • Helping students think meta-cognitively about their own learning
    • ajmoss80
       
      This is a really effective teaching practice that I would like to become better at! Getting students to think about their thinking is a very powerful tool.
  • classroom culture characterized by a sense of trust
    • ajmoss80
       
      This classroom culture is so important; it is interesting that having a trusting culture yields better student learning outcomes!
  • Alternatively,
    • ajmoss80
       
      I like the offering of different ways to encourage student self- and peer-assessment. It doesn't have to just be based on a rubric. I could get much more creative in how I facilitate this process.
  • Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
    • mhoekstra86
       
      I believe this is a point many teachers can forget. A formative assessment does not need to be formal. If proper documentation is kept, you could even consider a conversation with a student to be a formative assessment.
  • The students must be actively involved in the systematic process
    • mhoekstra86
       
      I fall short here. I want to build some type of transparent framework for my units my students and I can view together with the student being the one to maintain their progress.
  • Creating such a culture requires teachers to model these behaviors during interactions with students
    • mhoekstra86
       
      Once again, showing by example wins the day!
  • Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
    • mhoekstra86
       
      I have REALLY loved giving personal video feedback this year with virtual students. I can show them exactly where I see concerns as well as celebrations and can easily relate different points in the product to each other since I have the freedom to scroll up and down their work. It also allows me to add in personal tone to my feedback.
Gina Rogers

ollie-afe-2021: Building a Better Mousetrap - 1 views

  • key qualities (also referred to as “traits” or “dimensions”)
    • cjd203
       
      In our class I think we have referred to these key qualities as performance indicators.
    • Gina Rogers
       
      yes, I have also thought of these as criterion, but performance indicators give some indication as to what high performance looks like.
  • When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
    • cjd203
       
      Data that supports the idea of a student/ teacher partnership in assessment building leading to "deeper thinking" would be interesting to peruse.
  • An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
    • cjd203
       
      Succinct distinction between levels of scale in rubrics, allows for less subjectivity in assessment.
    • Gina Rogers
       
      This is hard to do for me in rubrics. Sometimes I find myself going to numbers (i.e. 3 peices of evidennce = 4, 2 pieces of evidence = 2, etc) but that is not good. I like the example that is given here, it just takes so much time to come up with all of those distinction levels.
  • ...17 more annotations...
  • indirect feedback from the quality of their work
    • cjd203
       
      Good point to consider! Quality of work could be a result of unclear expectations/objectives.
  • The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning.
    • pnbolton
       
      I try to create my rubrics to be in student friendly language that my students can refer to for clear guidelines and directions! I want them to know what they need to show/ what they are being assessed over!
  • serve as guidelines
    • pnbolton
       
      I like the term guidelines, so when my students ask "What are we doing?, what's supposed to go here?, etc." I can say lets look at the rubric and see what it says or what are the guidelines needed so they can refer to it!
  • formula
    • pnbolton
       
      There are some students who thrive in being creative and making their own path, but I also have students who want to know the number of words and number of sources and they thrive in the "formula" of the rubric.
    • jhash84
       
      I run into a lot of that. Students just want to know what they are supposed to do and will not go outside the box to think or create above and beyond.
  • You can adapt a rubric—
    • pnbolton
       
      I love using FCCLA rubrics that have been created for FCS and if anything it gives me a good starting point! No need to recreate the wheel!
    • brippentrop-nuss
       
      I often try to find a rubric that fits the criterial I'm look to assess. I've never thought to look at something like the FCCLA rubrics but that sounds like a great starting point. I agree with you 100% that there is no need to reinvent the wheel and you can always modify them just a little if needed.
  • ment
    • jhash84
       
      I feel that if I give the students to rubric before they actually work on or get ideas on what to do for a project, they will only work to a certain level to get a certain amount of points.
    • ceberly
       
      I appreciate you sharing this perspective. I was always the kid who wanted ALL the points
  • self-assessment
    • jhash84
       
      Students that want to go above and beyond when working on a specific project will do this and it is a great tool to be able to gage what it is they are wanting to accomplish and how much better they can do beyond what is expected of them.
  • The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.
    • ceberly
       
      I would think the same would be true for an English Language Learner at the elementary or high school level
  • Similarly, 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.
    • ceberly
       
      I might have to check out this study. Very interesting that they note gender as a factor
    • Stephanie Monahan
       
      I agree! It is a generalization that females acquire language skills quicker than males but I have never heard of this type of data.
  • “on what students have actually learned rather than what they have been taught,” the South Dakota School of Mines and Technology in Rapid City is using rubrics to establish “performance benchmarks” for the “behavioral objectives” appropriate to each year
    • Stephanie Monahan
       
      I find it refreshing that a college is interested in what students really know. I would love to see a similar practice created for high school.
  • we ought to illicit student input when constructing rubrics:
    • Stephanie Monahan
       
      I've heard this many times but have never done it. It makes sense but I have never put myself out there in this capacity. Mainly because I am not comfortable with creating rubrics myself.
    • brippentrop-nuss
       
      I would agree with this comment. My rubrics tend to turn into checklists and I've shied away from them the last few years. Maybe they'd be better at creating them then me?
  • Assessment of this sort seems at odds with such concepts as “deep learning,” which implies a kind of learning that is beyond measurement, an elusive hard to describe enlightenment, but identifiable in the same way good art is: teachers know deep learning when they see it
    • Stephanie Monahan
       
      I get what they are saying here. What does this look like? How can it be described for students? If it can't be described or modeled (like in a think-aloud) then grading deep learning will always be subjective. In my experience, many teachers don't really grasp the effects of their grading practices until their own children experience subjectivity and other uncalibrated grading practices (points, categories, rubrics).
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing
    • Stephanie Monahan
       
      The use of the terms prescriptive and descriptive really struck me here. A good visual for me.
  • 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
    • brippentrop-nuss
       
      The concept of general rubrics caught my attention because our school has said that next year we will be working on general rubrics for various classes to use. This way students will hopefully connect ideas across curriculum. I wonder how this is different than teaching to the test when we are all using the same rubrics?
  • help the student with self-assessment
    • brippentrop-nuss
       
      This is one of the strongest using rubrics I can think of because it can guide students. I do think this could also be used a peer assessments to help even further achievement. If a peer can assess and give feedback according to the rubric that also can be a powerful tool.
  • the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • Gina Rogers
       
      I totally agree with this point. The rubric is only useful to the student if they understand the performance indicators. That is why it is so important to put the rubric in student-friendly language.
  • A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews)
    • Gina Rogers
       
      I have had this experience with student writing. I feel like when I give them a rubric, I get back cookie-cutter essays that sound and look the same.
mcairney

ollie-afe-2021: Building a Better Mousetrap - 0 views

  • illicit student input when constructing rubrics:
    • dulrich
       
      I think that co-constructing rubrics or having students tweak rubrics once they have experience working with them could be valuable. It adds that metacognitive piece for students.
  • we ought to illicit student input when constructing rubrics:
    • dulrich
       
      Co-constructing rubrics helps provide the metacognitive piece for students.
    • mhoekstra86
       
      It helps students take ownership of their learning which really can help with personal goal setting and achievement.
  • they can be designed with dimensions describing the different levels of that “deep learning”
    • dulrich
       
      An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.
  • ...26 more annotations...
  • rubrics that are outside of the students “zone of proximal development” are useless to the students.
    • dulrich
       
      I think the rubric along with exemplars could be helpful. It might be easier for some students to understand and use the rubric if they see products at a variety of levels.
    • Janet Wills
       
      I know students do better when I show them examples- and examples from several levels, but I never seem to remember to do it until it's too late :-(
  • To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,
    • dulrich
       
      This will be a big focus area for our professional development next year. I suspect we will need a little Rubric 101 time to help staff get on the same page.
  • well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments
    • Janet Wills
       
      The key phrase is well-defined here
    • lizmedina
       
      That is exactly what stood out to me too!
  • rubrics can help the student with self-assessment;
    • Janet Wills
       
      if students can self-assess and then revise BEFORE the teacher even sees their work it'll be more meaningful
  • withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
  • most state issued rubrics used in secondary school standardized testing are poorly designed rubrics
    • Janet Wills
       
      a good rubric should help the teacher and the student
  • ubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies,
    • Janet Wills
       
      this seems pretty key-- teachers should be able to adapt strategies to the needs of the students
  • most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment
    • lizmedina
       
      guiding the dependent learner to the independent learner is key, helping students apply their knowledge to the assessment is so important in enabling a student
  • the criteria must be made clear
    • lizmedina
       
      Indeed, having meaningful conversations so students fully understand the expectation and the tools they have to accomplish said expectation sets them up for success and greater understanding
  • When students are full partners
    • lizmedina
       
      This also builds their student-teacher relationship allowing teachers to have more meaningful conversations of student learning with the student
  • Well-designed rubrics,
    • lizmedina
       
      Again, the key is a well-designed rubric with learning and edifying in mind not grading
  • the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
    • ajmoss80
       
      The importance of having criteria stated in such a way that it is specific, yet student friendly.....
  • student-generated rubrics,
    • ajmoss80
       
      I think this is a great idea and one that I wished I would have tried during my time in K-12 education. One hurdle I see with this is that the student needs to have a clear vision of what the outcome should be. Perhaps exemplars are used for the purpose, without stifling student creativity? Without a vision for the outcome, how can a student suggest grading criteria in a rubric?
  • will lead students to perceive writing as a kind of “paint-by-number” endeavor
    • ajmoss80
       
      I felt that I would fall into this trap when developing rubrics for my students. For example, for our HS Chemistry lab reports, I felt that I was "nickel and dime-ing" students to death on minutiae according the the rubric while missing out on the big picture altogether. Eventually I scrapped the rubric.
  • A holistic rubric
    • ajmoss80
       
      Yes! I feel that this gives me permission to use "holistic" rubrics. They have their shortfalls since they don't provide as much detailed feedback. But I feel validated that they do have a time/place when they can be appropriately used.
  • “Meaningfully” here means both consistently and accurately
    • mhoekstra86
       
      I really struggle with "fluffy" words like "meaningfully" AND I really wanted to say what the green highlight already said, so here I am giddy about the definition of meaningful. :)
  • So, when we discuss scoring or grading rubrics in the Teaching Center, we are talking about a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment, a system which some educators see as stultifying and others see as empowering.
    • mhoekstra86
       
      I would also add that my district uses rubrics as a way to unify our grading practices across the district. This year, we have seven 8th grade teachers, so having rubrics we all use is very helpful for consistency.
  • Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
    • mhoekstra86
       
      Could this be resolved by simply allowing our students to help build the rubrics?
  • 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.
    • travisnuss
       
      This would be something I would do, I would make sure I jumped through the hoops to get the best score even if it meant not completing the assignment as intended. Honestly, not only do I struggle to use rubrics as a teacher, I very seldom look at a rubric if I have one ahead of time or afterwards. I usually complete the task and hope for the best.
  • is more efficient and the best choice when criteria overlap and cannot be adequately separate
    • travisnuss
       
      I feel a holistic rubric might be easier to use in a mathematics classroom compared to an analytic rubric.
  • critics claim that rubrics, in effect, dehumanize the act of writing
    • travisnuss
       
      A lot of talk about how rubrics work with writing. How about using rubrics in a mathematics classroom? Should a rubric be used for each problem or should it be used to assess and give feedback for the whole assessment?
  • general rubric does not have to develop a new one for each assignment
    • travisnuss
       
      Just sounds easier and less time consuming if it can fit most assignments. Not sure all general rubrics however can be used for all assignments/assessments.
  • accurately measuring
    • mcairney
       
      I think rubrics still are written to be very gray. Students may still have a hard time knowing exactly how or what is needed to be graded as proficient.
  • However, for the student to successfully
    • mcairney
       
      I would argue that students also need practice using a rubric to measure against examples. A consensus should be reached within the class and discussions should be had around what the critera mean and examples of what it would look like.
  • specific
    • mcairney
       
      I love single point rubrics for more specific rubrics. I think they are much more clear about what students need. They have it or they don't.
  • colleague
jhash84

ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 3 views

  • department or grade-level common assessments
    • pnbolton
       
      I am the only FCS teacher at Knoxville High School and we are looking to switch to standards based grading. I am having to switch over my 7 courses as a solo teacher and it is hard to not have that team to bounce ideas off of or help create the course rubrics.
  • The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
    • pnbolton
       
      I believe clear criteria is going to be the most helpful for when my courses are switched over to standards based. I want my students to know exactly what they are expected to learn and assessed on. In doing this they then can effectively reflect back on their learning and assess their own learning.
    • Janet Wills
       
      This seems like a common sense approach and students won't have to guess what you're looking for.
    • cjd203
       
      SBG is a targeted form of assessment that can be effective if expectations are both clear and concise. It is important that learning targets and objectives are delivered in a "student friendly" language. "I can" statements work well as do other objectives as long as students know what they need to be able to do.
  • igure 1
    • pnbolton
       
      I like how this figure shows what test questions link to specific learning targets and points awarded. If a student were to pass 3 of the 4 learning targets then we know that they need more time with one specific learning target. We can then spend time relearn concepts so they can reassess and show their learning again.
    • lizmedina
       
      I agree, this is useful in determinig language barries that may have gotten in the way rather than not understanding the content
  • ...25 more annotations...
  • A grade of D+
    • pnbolton
       
      When it comes to grades and feedback, I believe their needs to also be a mindset change in students and parents. A lot of time students ask me what grade they received, and they determine if they are okay with that percentage before taking time to look at feedback and look at the learning that has happened. I will need to change the conversation from "What grade did I get" to "Did I sufficiently meet the learning target and provide evidence of my learning"
  • Teachers should design the assessment so students can use the results to self-assess and set goals.
    • pnbolton
       
      We are currently doing a book study on assessments and they stated that your classroom should be 80/20. 80% reflection and 20% concepts. I am not sure if I agree with this breakdown but I do know I will need to take time to teach my students how to properly self assess and reflect.
    • ceberly
       
      Wow 80% does seem very high. I would imagine it will take some time to shift the thinking of both teachers and students
    • Stephanie Monahan
       
      I've never seen/heard that breakdown before but it does make logical sense. Reflection/metacognition is a key component to creating a deeper connection to anything. I have asked students to reflect upon their understanding of content by checking boxes next to learning targets as we progress through a unit and to assess themselves on learning targets after a summative. I feel that students completed reflections as something that just needed to be done instead of a means to better understand themselves, so I totally agree that it will take time to shift the mindset...my big question is how do we set up a plan to do that?
  • NCLB
    • Janet Wills
       
      NCLB had a very negative impact on the social studies. I could write reams about the cost of this impact.
    • cjd203
       
      What was one of the bigger negatives you saw/experienced from NCLB.
  • the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
    • Janet Wills
       
      I feel like this is something that would take a long time to set up, but would ultimately make evaluating an assessment easier.
    • Stephanie Monahan
       
      From experience, it does take an adequate amount of time...and it can be quite humbling. I began this process several years ago after an Assessment for Learning training. Analyzing an assessment that you have curated over several years (thinking you've created something that justly assesses students), and finding misrepresentation of learning targets is an eye-opening experience.
  • if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
    • Janet Wills
       
      It's important that students see formative assessments as something that will help them
    • lizmedina
       
      Most definitely, formative can be a great tool not only for the teacher but also for the student. It can be a great focus of communication to enable a student to become an independent learner.
    • Gina Rogers
       
      This reminds me of a session with John Hattie that I attended on feedback. He talked about the purpose of feedback is to show the student where to go next. Feedback is an essential element in formative assessment. If there is no feedback then it isn't really formative.
  • Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
    • Janet Wills
       
      seems that assessment literacy would include the ability to interpret the data
    • brippentrop-nuss
       
      Ability to interpret data is key for those (myself included) that don't understand the data. I need help breaking it down so I can actually use the data to make adjustments.
  • clear picture of what achievement he or she intends to measure.
    • lizmedina
       
      This is definitely important in properly assessing and supporting students. This is where I begin when a teacher asks for help I'm accommodating a student.
    • mcairney
       
      I remember in the first grade classroom having to record myself reading word problems for students to listen to because I wanted to assess their application of the math and not their ability to read and decode a word problem. Life changing.
    • Gina Rogers
       
      @mcairiney - this makes a ton of sense. We see built in screen readers now in the ISASP's for 7-12 students on the reading exam because what is being tested is not necessarily decoding, but rather comprehension.
  • This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results.
    • lizmedina
       
      Absolutely, it is very frustrating to see a student struggle with an assessment that does not give information on a standard or learning target
  • benchmark,
    • cjd203
       
      We have used MAP testing in the past as a measure of student academic progress and growth. MAP testing allows for periodic benchmarks that is student specific, providing a snapshot of where they are at compared to their peers.
    • ceberly
       
      MAP gave great information. Its great downfall was the amount of time required to administer it. Wish they had a "lite" version
    • brippentrop-nuss
       
      I do like the the MAP tests better because they adjust to the students better. It seems like they see improvement and that is usually a motivator for them. However, it does take awhile to administer. But I appreciate the reports more because I can see growth for each student.
    • mcairney
       
      I always thought MAPs was a powerful assessment tool as well. I thought the resources that provided guidelines of where to take students next or how to strengthen skills that were challenging was helpful!
  • including students
    • cjd203
       
      Communicating learning targets to the learner is essential as well. Not only do instructors need to know how they intend to apply metrics within assessment, students need too as well. Rubrics can be effective tools to support the interpretation of assessments.
  • plan
    • cjd203
       
      This Math Test Plan is helpful. It breaks the test down into an item analysis chart by question number. Individual questions are weighted (with point totals) and linked to learning targets. This plan would be a nice tool to give to students as well to help them guide them in their studying for assessments.
    • ceberly
       
      I love this idea! "...assign the appropriate balance of points in relation to the importance of each target." I think this example would really help teachers look at their assessments a little differently than just taking the test right from the book.
    • mcairney
       
      I think being very clear with students what each question is assessing is also helpful to make sure that an answer is given to PROVE their understanding instead of trying to figure out exactly what a teacher is looking for. Takes the guessing out of the game.
  • the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions
    • ceberly
       
      In elementary we give the FAST assessments 3x per year. I DO feel that these tests help us to make better instructional decisions IF we take the time to break down and analyze the data.
    • Gina Rogers
       
      I really wonder if all of the assessing is paying off in the instructional dividends that we would expect. I
  • assessor must begin with a clear picture of why he or she is conducting the assessment
    • Stephanie Monahan
       
      This simple, basic statement is very often overlooked by most educators I have worked with. In my experience, most educators create an assessment because it is part of the normal progression - plan, teach, assess. An assessment is simply something 'to do' without reflection as to why or how.
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • Stephanie Monahan
       
      I like this visual. It gives concrete information that can easily be used to create an assessment. Categorization of learning targets is a reflective process for teachers which directly influences the creation of an assessment.
  • students to track their own progress
    • brippentrop-nuss
       
      I like this concept of having students keeping track or their own learning process. I think this is a beneficial concept that carries past secondary education.
  • develop coordinated plans
    • brippentrop-nuss
       
      Coordinated would be essential with the training to actually make it impactful.
  • decisions
    • mcairney
       
      Not to mention the amount of instructional time we lose while administering more in-depth testing. If we are using up instructional time, we need to make sure that the results of the assessment are providing powerful data that will help us move teachers and students forward.
    • Gina Rogers
       
      I really agree with this statement. Sometimes the assessments that we give do not tell us the whole picture. They might flag us to know that something is wrong, but they don't tell us exactly what is wrong. That is when we have to dig deeper. We need to look at different types of information to make valid decisions.
  • the use of multiple measures does not, by itself, translate into high-quality evidence.
    • ajmoss80
       
      Absolutely true. Just giving an "assessment" does not automatically produce data that is relevant or easily used to make instructional decisions!
  • it's important to know the learning targets represented in the written curriculum
    • ajmoss80
       
      This seems so simple -- in order to assess something, you need to know what that "thing" is. But just because something is "simple" doesn't mean it is "easy" to do!
  • The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
    • ajmoss80
       
      This is very true. I've seen some good ideas for diagnostics or screener tests that were not properly utilized because the user interface/database was so hard to use; or it was confusing; or it was a mess of data that scared people away. The ability to access the data, when needed, in a manner that is easy to utilize, is very important. But not necessarily easy to accomplish.
  • Use a reading score from a state accountability test as a diagnostic instrument for reading group placement. Use SAT scores to determine instructional effectiveness. Rely solely on performance assessments to test factual knowledge and recall. Assess learning targets requiring the "doing" of science with a multiple-choice test.
    • ajmoss80
       
      I think this is a pretty solid list of "don't do's" . Unfortunately I think I've seen each one used in the past. The first bullet -- using reading scores as a diagnostic. I could maybe see a state test used as a "screener" -- it can give an initial idea of which students are strong or weak in reading -- but not as a "diagnostic" -- the state test will tell you that *something* is wrong, but it can't diagnose the difficulty that the student is having (decoding? dyslexia? etc...)
  • testing
    • jhash84
       
      I remember when I was in college, having instructors talk about how much testing was going to go into NCLB and the cost of all the aspects that were going to have to go into that process.
  • Performance skill targets
    • jhash84
       
      In the world of Vocational Education, the performance skills are way more efficient to be able to grade or check for proficiency because a lot of the work is project based and use more rubrics or completion grading to evaluate that.
  • Teachers have choices in the assessment methods they use,
    • jhash84
       
      I like to be able to use multiple types of assessments to meet the needs of the student to test for proficiency. Not all student like T/F, or Short Answer or whatnot.
  • Students learn best when they monitor and take responsibility for their own learning.
    • jhash84
       
      I could not agree more on the idea of when student take ownership of their learning or their work, they learn a lot more, understand a lot more and will typically give a lot my effort as well. Ownership of something will bring that out of students.
mhoekstra86

ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 1 views

  • Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
    • travisnuss
       
      I have such a hard time getting myself away from traditional grading which I know has little meaning or feedback. I really like this example and hope I have the guys to use something similar.
    • dulrich
       
      We have had some PLCs write leveled assessments. Once they have decided a proficiency scale for a standard, then they have a question at the "meeting" level, one at the "progressing" and one at "exceeding". The tests end up being more time intensive to write and grade, but the teacher ends up with a real good idea of where the students are at on the standard.
  • For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
    • travisnuss
       
      I try and give feedback to help students improve and get better, but so many times get frustrated because many times the students seem to only want to know what they grade is and move on. I find it hard for students to use information to ask to get better.
  • A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
    • travisnuss
       
      Seems to be the root of many of our problems where students worry more about their grade and how the grade will affect them rather than worry about what they are learning. Unfortunately in our school district, grades are the primary determination of if the students are learning or not.
    • dulrich
       
      I wonder if ultimately we are looking at a culture change, from chasing points to chasing learning. Not a quick or easy change for all stakeholders, but important!
  • ...6 more annotations...
  • summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
    • travisnuss
       
      I actually made my own changes to how I enter information in our computer recording software after I became frustrated looking at my own son's grades from the parent side and couldn't tell by looking at it what he was struggling with and what he wasn't. I now enter grades as units so it's a little bit easier to see what the unit grade as well as trying to make it more detailed then just saying worksheet 3.1.
  • formative applications involve what students have mastered and what they still need to learn.
    • dulrich
       
      I would add that formative assessment should inform the teacher as to the next instructional steps.
  • decision makers at the next two levels want to know which standards students are struggling to master.
    • dulrich
       
      Critical for Tier 2 and 3 interventions to have this information available system wide.
  • 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.
    • dulrich
       
      Teacher clarity regarding intended learning has a big effect size as well according to Hattie. I think around 0.75.
  • Students learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • mhoekstra86
       
      My colleagues and I really take this to heart. Rubrics we give to students often times have check boxes available for students to interact with. If the assessment is a project, the student is given the rubric and we go over it thoroughly as a class. They are encouraged to use it as a tool.
  • Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
    • mhoekstra86
       
      This is where my colleagues and I use consistently CFAs. Students are aware that additional learning will take place with an adult if their CFA score does not show strong progress.
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