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Contents contributed and discussions participated by zackkaz

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zackkaz

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

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

shared by zackkaz on 14 Apr 19 - No Cached
  • Represent a student's progress over time
    • zackkaz
      zackkaz on 15 Apr 19
       
      I like this idea of progress over time. Especially in an online learning atmosphere it encourage time management, and not procrastination.
  • • Students will have a tendency to award everyone the same mark.
    • zackkaz
      zackkaz on 15 Apr 19
       
      This is certainly a problem I run into with peer and group evals during projects. Students give everyone a 5/A in every category when it is patently false. Anyone have any solutions to solving that issue?
  • provide quality feedback that can help students develop their writing and critical thinking skills.
    • zackkaz
      zackkaz on 15 Apr 19
       
      In terms of very high level education he may be correct, but when talking about materials we work with he is both right and wrong. I think it is important to remember that we are also learning from our students as well, and they may the a voice that is different, but fits the tone/time/assignment better than what we traditionally expect.
  • ...3 more annotations...
  • MOOCs that are not for credit
    • zackkaz
      zackkaz on 15 Apr 19
       
      What about grades not existing at all as Mr. Abbey has suggested?
  • own expectations.
    • zackkaz
      zackkaz on 15 Apr 19
       
      Life long learners! I never do it, but I should students's their goals in the class, unit, assignment, etc. I always think it will be a great idea but never get around to practicing it.
  • .
    • zackkaz
      zackkaz on 15 Apr 19
       
      Just curious if there is any research over non collegiate/PD courses. I would like to see the effectiveness of this with HS/MS aged students. Just curious.
zackkaz

ollie-afe-2019: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views

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

shared by zackkaz on 10 Apr 19 - No Cached
  • This will provide students with a reasonably clear idea of the analytic skills they are to develop and also provide them with the tools required to assess their own written analyses.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Hopefully being careful that students are not just regurgitating information. Sometimes I think we get wrapped up in getting content and skills across we don't notice ourselves spoon feeding.
  • 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.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Which happens at different times for different students. Some may have already accomplished it while others need more scaffolding to achieve it.
  • A classroom culture in which teachers and students are partners in learning should be established.
    • zackkaz
      zackkaz on 11 Apr 19
       
      Honestly, I forget this part the most of the 5 categories. I am not the CEO, but more a manager.
  • ...1 more annotation...
  • without dissent:
    • zackkaz
      zackkaz on 11 Apr 19
       
      Amazing to me that no one disagreed. Worries me about groupthink occurring at that meeting. I'm not saying I disagree with the definition, but that really amazes me there was no dissent.
zackkaz

ollie-afe-2019: Building a Better Mousetrap - 1 views

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

shared by zackkaz on 31 Mar 19 - No Cached
  • You can adapt a rubric—
    • zackkaz
      zackkaz on 03 Apr 19
       
      Honestly, I feel like this is what I do the most. I adopt a lot of rubrics and tweak them to fit what I want. I feel like in education there is a lot of resources available to me and people way smarter/better than me at their jobs. No point in reinventing the wheel, so why not adopt and tweak to fit the need that I have for my assessment.
  • “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.
    • zackkaz
      zackkaz on 03 Apr 19
       
      That's always been a fear of mine with rubrics when writing an opinion or free write. Does this stifle the creativity of some students. It's really interesting to also look at who was seeing the bias as the article states girls/boys. Does it also bias ethnicities?
  • The issue of weighting may be another area in which you can enlist the help of students. At the beginning of the process, you could ask a student to select to select which aspect she values the most in her writing and weight that aspect when you assess her paper.
    • zackkaz
      zackkaz on 03 Apr 19
       
      +1 for student choice. Hopefully this would develop lifelong learning.
  • ...1 more annotation...
  • “Is the assessment responsive to what we know about how [students] learn?” and “Does the assessment help students become the kinds of [citizens] we want them to be?”
    • zackkaz
      zackkaz on 03 Apr 19
       
      As a SS teacher that second part hits home. Will they be a responsible democratic citizen.
zackkaz

ollie-afe-2019: Educational Leadership: The Quest for Quality--article - 6 views

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

shared by zackkaz on 25 Mar 19 - No Cached
  • Who is the decision maker?This will vary. The decision makers might be students and teachers at the classroom level; instructional leaders, learning teams, and teachers at the periodic level; or curriculum and instructional leaders and school and community leaders at the annual testing level.
    • zackkaz
      zackkaz on 03 Apr 19
       
      For those that teach AP they also have the AP board to assess
  • or summatively—to feed results into the grade book.
    • zackkaz
      zackkaz on 03 Apr 19
       
      Evan, just curious since you suggested that potentially the answer is no grade book? How would use summative assessments? Would students just keep repeating until they were garnered proficient?
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