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Contents contributed and discussions participated by parkerv

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parkerv

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

moodlesw.aealearningonline.org/...view.php

shared by parkerv on 17 Apr 20 - No Cached
  • frame self-assessment as an opportunity for students to reflect on their own work with the goal of learning more, making the work better, and thereby improving the chances for a good grade. In this paradigm, self-assessment is not the same as self-grading.
    • parkerv
      parkerv on 17 Apr 20
       
      I like this way of framing self-assessment as it involves the students in doing some of the heavy lifting, thinking about their work and how they might improve, which helps them develop skills critical for many careers. The partnership created when student insights are used in conjunction with instructor assessments can lead to a much richer experience and deeper learning for the student.
  • students reported that their ability to self-assess depended on knowing what the teacher expected
    • parkerv
      parkerv on 17 Apr 20
       
      We have read in other articles how important clear expectations are for this process to work and others have stressed the advantages of involving the students in the creation of those expectations via rubrics or checklists. I would hope that student participation in this way would help move students thinking away from just what "teachers" expect to thinking more along the lines of what do "I" or "we" expect.
  • my preferred approach. I believe the learner will benefit far more by completing a self evaluation (that is well crafted to include focused self reflection questions) that forces him or her, to examine how he or she contributed [or did not] to the group process. The tool also encourages the student to consider actions that he or she demonstrated to support the team and to estimate what percentage of the work he or she contributed to the project. 
    • parkerv
      parkerv on 17 Apr 20
       
      I would probably lean more towards this approach also as it challenges each person to honestly assess their own contributions and forcing them to put it into a percentage makes it more apparent if there is need for improvement. I am not sure "slackers" would be that motivated to change by a low assessment by their peers.
  • ...1 more annotation...
  • The concept of peer review, which leaves for the most part the instructor out of the equation, aligns with the social constructivist learning orientation. There is strong support in constructivist theories for the peer review which is grounded in student-centered learning where students learn as much from the review process itself as from the final grade on an assignment.
    • parkerv
      parkerv on 18 Apr 20
       
      I align more with the Social Constructivist learning orientation because I do believe students can learn as much if not more by going through the review process then by a final grade. I do not how ever think that it takes the instructor out of the equation. Instead I think the teacher's role changes. It require that teacher's give more guidance and instruction on the front end so that students have the skills and confidence to do self-assessment well. I also think there are benefits in combining self-assessment and teacher assessment.
parkerv

ollie-afe-2020: Article: Attributes from Effective Formative Assessment (CCSSO) - 3 views

moodlesw.aealearningonline.org/...view.php

shared by parkerv on 12 Apr 20 - No Cached
  • In other words, there is no such thing as “a formative test.” Instead, there are a number of formative assessment strategies that can be implemented during classroom instruction.
    • parkerv
      parkerv on 13 Apr 20
       
      Viewing formative assessment as a process rather than any one or a series of discrete assessments is critical in my mind for formative assessment to really do what it is meant to do and that is to inform instruction and improve student learning. Never too many reminders of this fact.
  • 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.
    • parkerv
      parkerv on 13 Apr 20
       
      It is important to identify those "just right gaps" for individual students and for the class as a whole so that time isn't wasted on things they have already mastered nor do some or all of the students feel lost or overwhelmed. Learning progressions in conjunction with ongoing formative assessment help pinpoint where additional instruction or practice may be needed.
  • teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. 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.
    • parkerv
      parkerv on 13 Apr 20
       
      Providing students with user friendly criteria upon which they can self-assess their own progress is critical for optimal learning.
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  • Formative assessment is a process that directly engages both teachers and students.
    • parkerv
      parkerv on 13 Apr 20
       
      Student involvement makes the formative assessment process so much richer and teaches students life long skills that will help them think critically when in the workforce. I believe it also helps motivate students to do their best.
parkerv

ollie-afe-2020: Building a Better Mousetrap - 2 views

moodlesw.aealearningonline.org/...view.php

shared by parkerv on 05 Apr 20 - No Cached
  • When instructors do not explicitly delineate the qualities of thought that they are looking for while grading, they reduce learning to a hit or miss endeavor, where “assessment remains an isolated […] activity and the success of the learner is mostly incidental” (Montgomery).
    • parkerv
      parkerv on 08 Apr 20
       
      Hit and miss learning like sit and get has seen better days. As an instructor I want to get the most learning out of my time with students and the most learning for their efforts and I think letting students know upfront the qualities of thought and expectations of the activity will help accomplish that objective.
  • “In short, explicit performance criteria, along with supporting models of work, make it possible for students to use the attributes of exemplary work to monitor their own performance.”
    • parkerv
      parkerv on 08 Apr 20
       
      I usually give verbal examples during lecture but will need to be more intentional about including exemplars for each level on the rubric in an online format as I think this will increase student understanding of expectations
  • hose students who had “stylistic voices full of humor and surprises, produced less interesting essays when they followed the rules [as outlined in a rubric]” (Mathews)
    • parkerv
      parkerv on 08 Apr 20
       
      Sad but I can definitely see this happening. No way do I want to squelch creativity.
  • ...2 more annotations...
  • Rubrics can be designed to measure either product or process or both; and, they can be designed with dimensions describing the different levels of that “deep learning” so valued in WAC programs.
    • parkerv
      parkerv on 08 Apr 20
       
      Nice! Sounds like teachers, myself included, need to strive for this in our use of rubrics
  • Does the rubric relate to the outcome(s) being measured? Does it address anything extraneous? […] Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? […] Are the dimensions and scales well defined? […] Is there a clear basis for assigning scores at each scale point? […] Can different scorers consistently apply the rubric? […]
    • parkerv
      parkerv on 08 Apr 20
       
      This whole paragraph is one I want to keep handy as an everyday guide.
parkerv

ollie-afe-2020: Educational Leadership: The Quest for Quality--article - 7 views

moodlesw.aealearningonline.org/...view.php

shared by parkerv on 30 Mar 20 - No Cached
  • Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
    • parkerv
      parkerv on 03 Apr 20
       
      This chart is really helpful, I will refer back to it often. I like that it gives some of the rationale for saying it is a good match or not.
  • Specific, descriptive feedback
    • parkerv
      parkerv on 03 Apr 20
       
      This is so important. Feedback that is too general, not clear and/or not descriptive enough to lead to concrete actions on the students part limit their effectiveness as an instructional tool.
  • Inherent in its design is the need for all assessors and users of assessment results to be assessment literate—to know what constitutes appropriate and inappropriate uses of assessment results—thereby reducing the risk of applying data to decisions for which they aren't suited.
    • parkerv
      parkerv on 03 Apr 20
       
      The term assessment literate is a great term. Often is seems teachers don't get all the information they could from an assessment because they haven't sufficiently thought through this question. And then sometimes they are used to make decisions in inappropriate ways.
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