Skip to main content

Home/ OLLIE Iowa/ Contents contributed and discussions participated by Stephanie Monahan

Contents contributed and discussions participated by Stephanie Monahan

Simple Middle Filter: All | Bookmarks | Topics
Stephanie Monahan

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

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

shared by Stephanie Monahan on 31 May 21 - No Cached
  • •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
      Stephanie Monahan on 07 Jun 21
       
      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
      Stephanie Monahan on 07 Jun 21
       
      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
      Stephanie Monahan on 07 Jun 21
       
      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.
  • ...1 more annotation...
  • When learners are mature, self-directed and motivated
    • Stephanie Monahan
      Stephanie Monahan on 07 Jun 21
       
      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.
Stephanie Monahan

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

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

shared by Stephanie Monahan on 25 May 21 - No Cached
  • connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
    • Stephanie Monahan
      Stephanie Monahan on 30 May 21
       
      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
      Stephanie Monahan on 30 May 21
       
      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.
  • 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
      Stephanie Monahan on 30 May 21
       
      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.
Stephanie Monahan

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

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

shared by Stephanie Monahan on 18 May 21 - No Cached
  • “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
      Stephanie Monahan on 24 May 21
       
      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
      Stephanie Monahan on 24 May 21
       
      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.
  • 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
      Stephanie Monahan on 24 May 21
       
      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).
  • ...2 more annotations...
  • Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing
    • Stephanie Monahan
      Stephanie Monahan on 24 May 21
       
      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
Stephanie Monahan

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

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

shared by Stephanie Monahan on 10 May 21 - No Cached
  • assessor must begin with a clear picture of why he or she is conducting the assessment
    • Stephanie Monahan
      Stephanie Monahan on 15 May 21
       
      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
      Stephanie Monahan on 15 May 21
       
      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.
1 - 4 of 4
Showing 20▼ items per page