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Contents contributed and discussions participated by Nicole Wood

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

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 28 Sep 14 - No Cached
  • 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.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I definitely feel that peer assessment can be powerful, but only if students are taught the process and given opportunities to practice with teacher guidance. Student comfort level and trust in their group are also key. I think it takes the teacher carefully considering personalities and ability-level while also supporting teams to establish these groups. I also like the idea of students staying with the same team all year to help establish this comfort level. I would be interested to see different models of what peer assessment looks like in primary grades.
  • In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I do believe that goal setting is motivational for students. I found even in the primary grades students took more ownership in their learning when they set their own goals. They often needed support with forming SMART goals, but the idea came from them and they felt confident talking about their goal.
  • 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
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I found students frequently put more effort into their work when they knew they would be self-assessing. By providing them with the rubric or criteria that I would be evaluating their work with and having them complete it first, they were much more focused on the quality of their work. In the primary grades, it could be as simple as a check list with pictures to prompt them for what to look for in their work. It also opened the door for discussions on their work because I could ask them how they came up with their marks.
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  • The instructor usually takes the average of the peer evaluations, and shares this grade with each team member which serves as the student’s grade in the peer evaluation portion.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I was initially very hesitant over the idea of peer evaluation, but did like the idea of the evaluations being averaged and anonymous. I still feel as though instructors could get a good idea of the participation level for different members through the use of some online tools.
  • The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project.
    • Nicole Wood
      Nicole Wood on 07 Oct 14
       
      I really like the idea of self-evaluation, especially for adult courses. I often feel that adults typically are truthful about their level of contribution. If the evaluation form or reflection is phrased well, it can also lead the adults to be more honest about what they actually contributed to the group project. Self reflecting also can help them change their future behavior within group projects.
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ollie_4-fall14: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 24 Sep 14 - No Cached
  • necessary instructional adjustments can be made
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      As I mentioned earlier, the key to formative assessments is that adjustments to instruction are made as a result of formative assessments.
  • integrated
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      I really like the word integrated. Formative assessments should be woven into instruction and learning and not necessarily viewed as something separate.
  • teachers must first identify and then communicate the instructional goal
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Students certainly need to be knowledgeable about their goals so they know what to focus on and work toward. I also think it is important for them to know why their goal important when possible.
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  • To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
    • Nicole Wood
      Nicole Wood on 26 Sep 14
       
      Teaching students to be reflective and provide meaningful and constructive feedback is certainly a skill that needs to be taught. It is important that this structure and support is in place in order for it to be effective. I can defnitely see where modeling and coaching students through this process is necessary.
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ollie_4-fall14: Building a Better Mousetrap - 4 views

moodlesw.aeapdonline.org/...view.php
shared by criley55 on 17 Sep 14 - No Cached
  • When instructors plan on grading student thinking and not just student knowledge, they should articulate the vital features that they are looking for and make these features known to the student.
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      It certainly only seems logical to share rubrics with students when assignments are given, but I know this isn't always practiced. It shouldn't be a secret what features will be graded. Rubrics provide students with a clear vision of what is expected of them and helps guide their work.
  • understandable to the student but also be linked specifically to classroom instruction
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      In the primary grades, I think it can be a challenge to find "understandable" language. I do believe that incorporating the language from the rubric into classroom instruction will help bridge the gap between being student friendly and also specific enough for adults to grade accurately.
  • The argument against using rubrics
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      As I read through the arguments against rubrics, I couldn't help but think that most of the drawbacks to rubrics could be avoided with well written rubrics. However, the majority of my experiences with rubrics are in the primary grades where I didn't encounter many of the problems they mentioned.
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  • While longer scales make it harder to get agreement among scorers (inter-rater reliability),
    • Nicole Wood
      Nicole Wood on 21 Sep 14
       
      I have always tended to think that longer scales were better since very rarely a student fits perfectly within a specific criteria. However, I never really considered the added challenge of ensuring more consistency among scorers.
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ollie_4-fall14: Educational Leadership: The Quest for Quality--article - 13 views

moodlesw.aeapdonline.org/...view.php
shared by Joanne Cram on 09 Sep 14 - No Cached
  • inform students about their own progress
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think it is always important to keep in mind the value of students taking ownership in their learning and being aware of their own progress toward standards.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • ...38 more annotations...
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Sound Assessment Design
  • ods are most likely to produce accurate results for different learning targets.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
  • Examples of bias include poorly printed test forms, noise distractions, vague directions, and cultural insensitivity.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      This was a good reminder to me that many variables impact assessment results in addition to the just the assessment methods.
  • A mechanism should be in place for students to track their own progress on learning targets and communicate their status to others.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I consider data binders a great tool for helping students track their own progress on learning targets. They can also use it to communicate their progress to parents at conferences.
  • Ongoing classroom assessments serve both formative and summative purposes and meet students' as well as teachers' information needs.
    • Nicole Wood
      Nicole Wood on 12 Sep 14
       
      I think ActivExpressions (used with Interactive Whiteboards) are an outstanding tool for gathering formative data on student learning. They provide immediate feedback and a method of saving results for teachers to review at a later time.
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