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Contents contributed and discussions participated by parsonsbrandi

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parsonsbrandi

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

moodlesw.aeapdonline.org/...view.php

shared by parsonsbrandi on 31 May 16 - No Cached
  • the primary method for assessment
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      It would have been better to have multiple forms of assessment so that it wasn't only peers giving it.
  • 4) When learners are mature, self-directed and motivated
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This tends to be a key for all learners, but the tricky part is getting the reluctant learners to this point.
  • Our views on online learning couldn’t be more dissimilar, yet I appreciate Professor Rees’ perspective and enjoy reading his posts
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Having both the good and bad on peer-grading will help make a more informed decision about using it in the virtual classroom.
  • ...2 more annotations...
  • 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.
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      This helps get away from the "sage-on-the-stage" programming on classrooms and allows more student to student interaction since learning is a social process.
  • It can also be very effective in small, closed online classes where students are at similar skill level and receive instruction and guidance in how to grade within the process
    • parsonsbrandi
      parsonsbrandi on 01 Jun 16
       
      Teaching the process is just as important as actually having peer-assessment.
parsonsbrandi

ollie_4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

moodlesw.aeapdonline.org/...view.php

shared by parsonsbrandi on 25 May 16 - No Cached
  • 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.
    • parsonsbrandi
      parsonsbrandi on 25 May 16
       
      I feel like we're hitting the bend in the curve here where teachers are feeling more comfortable being part of a learning community and allowing students to know that they are learning with them. Maybe it's just my perspective from an online and blended learning environment, but I am hoping that the paradigm is shifting.
  • This feeling is dependent on a classroom culture characterized by a 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
    • parsonsbrandi
      parsonsbrandi on 25 May 16
       
      Embracing and appreciating differences is something that can't just happen within the walls/online environment of school - it needs to be a very cultural shift.
  • Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress
    • parsonsbrandi
      parsonsbrandi on 25 May 16
       
      Getting students to this point is a tough job.
  • ...1 more annotation...
  • what the student can do to improve
    • parsonsbrandi
      parsonsbrandi on 25 May 16
       
      As a student, this is incredibly helpful!
parsonsbrandi

ollie_4_1: Building a Better Mousetrap - 1 views

moodlesw.aeapdonline.org/...view.php

shared by parsonsbrandi on 18 May 16 - No Cached
  • rubrics can help the student with self-assessment; what is most important here is not the final product the students produce, but the habits of mind practiced in the act of self-assessment
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Applying meta-cognitive thinking to the product should help with an end result.
  • Perhaps the greatest potential value of classroom assessment is realized when we open the assessment process up and welcome students into that process as full partners”
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Student ownership makes assessment more meaningful.
  • 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
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      In all my training, I've heard over and over that what works for an ELL/Sped student works for a gen ed student, especially those of low SES backgrounds.
  • ...4 more annotations...
  • 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. As required she used the word “persuade” and two synonyms, composed a clear topic sentence and closing sentence, and made no spelling or grammatical errors. But she did it without saying anything coherent
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      My husband often has me read his papers for classes - and he struggles with this. He'll meet the minimum requirements, but he won't have a coherent article.
  • 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.
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Deep learning should highlight both process and product
  • by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      Shouldn't this be fairly common practice now? I might start with planning with a paper and pencil, but by the time I am publishing I would be doing so on a computer/device of some sort.
  • Is the description of criteria judgemental?
    • parsonsbrandi
      parsonsbrandi on 18 May 16
       
      I struggled with this when we were creating a group rubric. I guess I was using it as a self-assessment tool, but I could be off track there too.
parsonsbrandi

ollie_4_1: Educational Leadership: The Quest for Quality--article - 0 views

moodlesw.aeapdonline.org/...view.php

shared by parsonsbrandi on 10 May 16 - No Cached
  • In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      I wonder if the pendulum has swung too far in the other direction, where now everyone is questioning everything.
  • We're betting that the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions and improved high-stakes test scores.
  • The assessor must begin with a clear picture of why he or she is conducting the assessment
  • ...6 more annotations...
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      Begin with the end in mind.
  • 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
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      Making this understandable to students is key. I ventured out and taught my own children a series of swim lessons (I usually teach other people's kids) and when I talked to my daughter about being able to go off the diving board this summer, she stayed more focused on improving.
  • cultural insensitivity
  • Are results communicated in time to inform the intended decisions?
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      We've come a long ways technologically speaking in the ability to use real-time data to instruct students since the publication date of this article, but unfortunately a lot of the decisions (as far as policy goes) are to still completed on an annual basis.
  • Teachers should design the assessment so students can use the results to self-assess and set goals
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      We're working on self-assessing and setting goals for our adult learners, which is leading to a higher persistence rate in continuing in the program. 
  • 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.
    • parsonsbrandi
      parsonsbrandi on 10 May 16
       
      It is so important for all stakeholders to be assessment literate - and far too often, that doesn't happen.
parsonsbrandi

The Quest for Quality - Educational Leadership - 11 views

www.ascd.org/...The-Quest-for-Quality.aspx

shared by parsonsbrandi on 05 Jun 11 - Cached
  • cultural insensitivity
  • Are results communicated in time to inform the intended decisions?
  • 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.
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