One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.
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Article(s): Self- and Peer-Assessment Online - 1 views
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This example was modeled in our current OLLIE course AFE. I learn best with modeling and I am sure this also reflects best practice with my students.
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Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
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I have used goal setting in my own music classroom, but not in my online teaching. Evaluating progress could be more student-centered if they were creating their own goals.
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Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment.
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As instructors, we need to teach assessment as part of our instructional strategies.
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It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction.
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This is thought provoking to me. I often specifically gather student feedback on my courses. I have not combined student created assessments to assessment of my own teaching. I will reflect more on how to incorporate this into my own teaching.
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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
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Based on coursework done during the OllIE courses, I feel this approach will be the best place to start to incorporate into my own courses. It combines 2 separate types of evaluation. The important element to include is teaching students how to accomplish the assessment by modeling the activity.
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I totally agree with this. The goal should be to help students to self assess and grow. The idea of peer evaluations could get ugly if not carefully handled.
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the primary method for assessment
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It would have been better to have multiple forms of assessment so that it wasn't only peers giving it.
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4) When learners are mature, self-directed and motivated
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This tends to be a key for all learners, but the tricky part is getting the reluctant learners to this point.
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Our views on online learning couldn’t be more dissimilar, yet I appreciate Professor Rees’ perspective and enjoy reading his posts
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Having both the good and bad on peer-grading will help make a more informed decision about using it in the virtual classroom.
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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.
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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.
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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
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Teaching the process is just as important as actually having peer-assessment.
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback.
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This key no matter what the age of the student. If it's not a safe environment, no one will take the risk to put themselves out there. It is important that honesty, kindness and respect are the standard.
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One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades.
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This has to be done with care. It can a great way to clarify expectations, and establish goals, but you must be careful that a student doesn't use it to limit their effort. In other words, in order to do just enough to get the grade, but not to grow.
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Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student. Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:
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The advantage of a portfolio is that creates a bigger picture of how the student is doing, since it is work collected over time. It's a great way to prompt dialogue and feedback between the student, teacher, and fellow students it may be shared with.
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Preparing students for self or peer assessment
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It is helpful to introduce students to the concepts and elements of assessment against specified criteria in the first weeks of class when you explain the unit of study outline. This requires taking time at the outset of the group activity or unit of study to discuss what is required, and to provide guidance on how to judge their own and others’ contributions. Students will need to be assisted to develop criteria that match the learning outcomes with regards to the output and process of the group work. If assessment criteria for each element are set up and clearly communicated, your role will also change to one of facilitator.
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Not only does it need to be modeled, but students need multiple opportunities to practice the self and peer assessment beginning early and throughout the class.
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The break down in peer grading occurs when the learning environment cannot provide the conditions as mentioned above. Also, there are other factors that can sabotage its effectiveness, including an assignment that requires a high level of critical thinking skills, or when there are students in the mix that are non-participative, or have intentions that don’t align with the course.
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To be honest, I'm a little hesitant when it comes to peer grading. It must be carefully implemented so as to avoid any type of bullying situations, and to avoid anyone feeling that they are the outsider. It must be a safe environment.
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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
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Students in this sample reported that their attitudes toward self-assessment became more positive as their experiences with the process accumulated.
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As this work illustrates, self-assessment need not necessarily be about self-grading. There are ways of framing and then using self-assessment that can help students develop that all-important ability of looking objectively at their work and then making changes that improve its quality.
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In fact, it works better if it is not about self-grading. Then perhaps they will not feel as conflicted and concerned about the teacher expectations.
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Self evaluation and team grade.
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I think this approach is what I will be using going forward. A well designed participation rubric will be essential.
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My experience has been similar- and it is why I hated group work. I always ended up doing all the work so I got a decent grade and the others were just dragged along for the ride. I try very hard to avoid this in my teaching, but am working on implementing more of it using the best practices I learn here!
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The purpose for assessment is so important. It is why I preach and practice backwards design, so I know where I'm headed when I am teaching. I think back to my larger college classes where I could snooze through lectures, download the powerpoints, and ace the multiple choice exams...would some form of peer assessment/group accountability been more effective?
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well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated
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Another point in favor of well-designed rubrics. Students can self-monitor and assess each other's work when they have clear expectations!
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I do not recommend including an option on the peer evaluation for team members to make comments about their peers. Should team members have negative comments to make about peers, this tool is not a constructive venue.
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I often help my ex-wife with her group projects (she's a full time adjunct). She uses this method and provides spaces for people to make comments. My experience is that the only time people make comments is when they have something negative to say. This often turns into "flaming" versus constructive criticism.
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shared by Cari Teske on 01 Jun 16
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Gale and Google Partner to Improve Learning | GetMedia - 2 views
getmedia.blogs.aea267.k12.ia.us/...le-partner-to-improve-learning
moodle_iowa ollie_iowa gale google partner
shared by Cari Teske on 01 Jun 16
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This page provides information on how to use Gale and Google collaboratively. There is nice video that shows how to move articles into your Google Drive.
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Iowa AEA Online - Welcome to Iowa AEA Online - 1 views
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Here is a link to the paid online databases that are provided through the state AEAs. You will need a building username and password, which can be provided by your district librarian. This resource is for student, educator and family use.
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ollie_4_1: Building a Better Mousetrap - 1 views
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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
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Applying meta-cognitive thinking to the product should help with an end result.
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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”
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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
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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.
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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
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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.
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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.
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by designing a rubric on a PC that allows for the easy insertion of assignment specific traits.
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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.
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Is the description of criteria judgemental?
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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.
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I also struggled with the group rubric because I was unclear as to the intent of the assignment. I will sometimes use the rubric as a teaching strategy, so students can see the expectations and then self -assess through the process.
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Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing; such rubrics are as limiting to the development of rhetorical mastery as the five-paragraph essay. And, rubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies, such as the letter writing/dialogic approach to assessment that Halden-Sullivan describes as preferable to the rubric.
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It seems to me that a lot has to do with how the rubric is introduced and discussed. Do we want to encourage students to write to the rubric, or use the rubric as goals to strive towards. How we describe excellent writing makes a difference.
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the teacher that uses specific rubrics is always composing new descriptions of quality work, but their students have clearer directions for each assignment.
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Rubrics also need to be fluid. They need to be revisited and updated as you use them, so they can better reflect quality writing.
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Rubrics can have any number of points along a scale—the ISBE’s rubric rates each trait on separate six-point scales—as long as each point on the scale is well-defined. This may be difficult to do for longer scales. While longer scales make it harder to get agreement among scorers (inter-rater reliability), extremely short scales make it difficult to identify small differences between students.
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Too many points on the scale could make it really confusing and difficult to use. I think it would also become less meaningful to the student.
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Evaluate your rubric using the criteria discussed in Part 1. Pilot test your rubric or checklist on actual samples of student work. Revise the rubric and try it out again. Share the rubric with your students and their parents.
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Evaluating, pilot testing, revising and sharing the rubric are essential to creating a useful tool. It isn't until you begin using it that you discover points that need to be clarified, or revised, or gaps that must be addressed. As I mentioned in an earlier note, rubrics must be fluid and updated frequently.
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While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing.
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I have often felt that some students view the rubric as a checklist and do the minimum. Good rubric writing is a must to get past this aspect.
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. Clearly defining the purpose of assessment and what you want to assess is the first step in developing a quality rubric. The second step is deciding who your audience is going to be. If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
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Another angle is to develop the rubric WITH your students. Helps to provide ownership of learning.
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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? […] Can students and parents understand the rubric? […] Is the rubric developmentally appropriate? […] Can the rubric be applied to a variety of tasks? […] Is the rubric fair and free from bias? Does it reflect teachable skills or does it address variables over which students and educators have no control, such as the student’s culture, gender or home resources? […] Is the rubric useful, feasible, manageable and practical? […] Will it provide the kind of information you need and can use effectively?
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This is a lot to think about! I can see the elements we have been using within our group rubric creation.
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This is so important! We can't move our practice forward without shifting to rubric-based scoring for our authentic tasks.
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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.”
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This is one of the hardest things for me, getting the language of the rubric to be concise and explicit. I know what I want out of the criteria, I just struggle with putting it into a manageableamount of words.
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a typical example, that they will get an A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor
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we need a meta-rubric to assess our rubric.
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ollie_4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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I recently heard a speaker talk about how formative assessment is something we have a long way to go to improve. I think that it is really important to remember the process over the product when doing FA.
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formative assessment process involve both teachers and students
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communicated to students.
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A lot of times I feel like we forget this step--students have to know what success means (and what it looks like!)
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I agree and, as mentioned, later in this same paragraph, we need to do it using language that is understood by students.
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students as they monitor and take responsibility for their own learning
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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.
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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.
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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
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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.
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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
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what the student can do to improve
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Tempting as it may be to plan an entire unit, using the formative assessment is imperative in helping you to decide how best to move your student's learning toward the goal.
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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.
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timely feedback should be based on the learning goal and criteria for success. It should help the student answer three basic questions: Where am I going? Where am I now? How can I close the gap?
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Using formative assessment in this constructive problem solving approach is really important. By giving students explicit feedback, and helping them to develop a plan for improvement, we not only make success possible, we make it probable.
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lternatively, feedback could be given using a format such as “two stars and a wish,” which provides a structure for a student to identify two aspects of the work that are particularly strong (stars) and one aspect the peer might improve (a wish).
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I love this idea. It not only encourages the student to take responsibility for their own learning, it also gives them positive feedback to balance the criticism.
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Professional Development for Teachers of the Visually Impaired - 0 views
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Resources and professional development opportunities for teachers of students who are blind or visually impaired, including additional disabilities or deafblindness
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ollie_4_1: Educational Leadership: The Quest for Quality--article - 0 views
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In the past, few educators, policymakers, or parents would have considered questioning the accuracy of these tests
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I wonder if the pendulum has swung too far in the other direction, where now everyone is questioning everything.
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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.
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The assessor must begin with a clear picture of why he or she is conducting the assessment
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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
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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.
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A clear learning target contributes to better measurement and incentive for improvement.
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cultural insensitivity
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Are results communicated in time to inform the intended decisions?
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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.
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I agree. A perfect example of that is with Iowa Assessments. In my school district, teachers usually don't see the results until the end of the school year when those students will no longer be in their class.
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Technology tools within LMS platforms can allow for better "real-time" feedback from assessments
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Teachers should design the assessment so students can use the results to self-assess and set goals
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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.
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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.
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It is so important for all stakeholders to be assessment literate - and far too often, that doesn't happen.
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Using misinformation to triangulate on student needs defeats the purpose of bringing in more results to inform our decisions.
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I think sometimes that misinformation takes the form of not understanding how the student is thinking, or misunderstanding the skill.
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Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing. It also helps them assign the appropriate balance of points in relation to the importance of each target as well as the number of items for each assessed target.
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You have to be sure you are testing what you think you are testing. So identifying the learning target for each question is key.
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Agreed- while it may be easy to say having clear learning targets is just "more on my plate", my answer is that it is "stacking the plates" so they are easier to carry!
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Sound Assessment DesignThis key ensures that the assessor has translated the learning targets into assessments that will yield accurate results. It calls attention to the proper assessment method and to the importance of minimizing any bias that might distort estimates of student learning.
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Bias can also creep into assessments and erode accurate results. Examples of bias include poorly printed test forms, noise distractions, vague directions, and
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keep wording simple and focused, aim for the lowest possible reading level, avoid providing clues or making the correct answer obvious, and highlight crucial words (for instance, most, least, except, not).
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This is a pet peeve of mine. We need to be clear and direct in defining our learning goals. We need to ask questions using vocabulary that is appropriate to the age and skill of the students.
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Student Involvement in the Assessment ProcessStudents learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
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we might put the learning target in student-friendly language: "I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion." If we were working with 2nd graders, the student-friendly language might look like this: "I can make good inferences. This means I can make a guess that is based on clues."
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Selecting an assessment method that is incapable of reflecting the intended learning will compromise the accuracy of the results.
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So important in science with the move to NGSS. You just can't assess a performance task with a multiple choice test (unless the performace task is taking multiple choice tests, of course)
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Really, in all the NGLM, you need to be able to assess performance tasks. I hated that there was less focus on actually speaking a world language when I taught Spanish than on the assessments of vocabulary. If I were to go back in the classroom, my classes would look a lot different now.
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This is done using both formative and summative assessments, large-group and individual testing, assessing a range of relevant learning targets using a range of appropriate assessment methods.
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The assessor must begin with a clear picture of why he or she is conducting the assessment
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A question we forget to ask all too often. Why am I testing? To put a grade in the grade book? To see if they "know" it? What happens if they don't? (besides just moving on)...
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This is such an important foundational piece. When we haven't done backwards design we often have misalignment between the assessment and what we are assessing
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So true! - When I teach swimming I always think with the end in mind, but so many times we forget to do that when we're doing things like creating a rubric.
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Education World: Podcast for Free - 0 views
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Ideas for creating podcasts. Consider using this to embed into blended class this summer. Have students do the video recording during our face-to-face days.
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Creating Successful Blended-Learning Classrooms - Education Week Teacher - 1 views
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Slack: Be less busy - 1 views
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Organize your team conversations into channels. Channels may be public or private. It is not just a tool for conversations. You can add documents, images, PDFs and spreadsheets. You can also private message individually. Slack will notify you when someone posts or messages you. You can also search within Slack for past discussions. Conversations are not limited to your computer. There are apps available for phones and tablets.
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Flipboard - 0 views
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One of the advantages to using online material is that you can personalize it to meet your needs or interests. Flipboard is a personalized magazine where you can have articles sent to you based on the content. I have the app on my phone and iPad. What a wonderful way to have everything of interest brought to you! You can rate articles in order to train Flipboard to look for more things you find interesting. You can also share the articles you find through a variety of social media tools. Bring your learning to the next level by creating an account.
Face-to-Face vs. Online Learning: Why Is It Either/Or? | Edutopia - 0 views
The Flipped Classroom: Pro and Con | Edutopia - 0 views
18 Ways Teachers Can Use Google+ Hangouts - 1 views
How to Use Google+ Hangouts for Teaching: 8 Steps - 0 views
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How to Get More Grit in Your Life - Freakonomics Freakonomics - 0 views
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In my course, teachers will learn how to create self-motivated learners. I enjoy learning from non-traditional educational text because I think it allows for better, more creative solutions. This source is from behavior economists.
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