Tailors instruction to meet the different needs of
students, including different learning styles, different
interests and backgrounds, and students with special needs
or whom are language learners
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ol101-s2021: Iowa Online Teaching Standards - 0 views
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Demonstrates ethical conduct as defined by state law and local policies or procedures
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content
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designing, and incorporating instructional strategies
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• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)
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Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F)
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Understands the differences between teaching online and teaching face-to-face
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Promotes learning through online collaboration group work that is goal-oriented and focused
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Creates or selects multiple assessment instruments that are appropriate for online learning
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This is another area in which I have found a lot of online classes lack...it's always good to think outside the "post and respond to three other classmates" box.
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I agree with your comment here. I think that many times feel like they are tied to only discussion posts and multiple choices quizzes as assessment instruments. I would love to see more examples of performance assessments in an online classroom.
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Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)
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I think having a wide range of online instructional strategies is so improtant. An online course can easily feel very repetative. I know that is feedback that I have recieved for online courses that I have facitilated. Having a wide range of strategies for allowing students to interact with the content is importatant.
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Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)
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elects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)
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Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)
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C. Learner Engagement
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• Technologies are chosen that are accessible to students
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Article(s): Self- and Peer-Assessment Online - 0 views
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However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.
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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. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.
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he process has a degree of risk with respect to reliability of grades as peer pressure to apply elevated grades or friendships may influence the assessment, though this can be reduced if students can submit their assessments independent of the group.
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They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
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I think these two points are good ones with respect to self-assessment. Instructors need to lay our clear and concise learning targets/objectives for students. Also, providing examples of high quality work and low quality work gives learners an appreciation for where they are are going and where they are at in the process. Tangible examples of previous student work allows for modeling and a visual cue as to expectations layed out previously.
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‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.
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Interesting self-assessment strategy. This approach definitely helps to not "rock the boat" in terms of assessment linked to group work. This approach allows for ownership and reflection of one's contributions to the collaborative efforts of the group. I wonder if there is any data that breaks down honest/truthful self-assessments when this self evaluation and team grade approach is used?
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give students a practice session with it.
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At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.
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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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A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.
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When learners are at a similar skill level.
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Effective group collaboration begins with a well defined assignment that has clear goals and expectations.
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Rather, 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 to evaluate the work.
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Group work can be more successful when students are involved in developing the assessment process. This may include establishing their own assessment criteria through consultation with teaching staff. Alternatively you can provide students with sample self and/or peer assessment criteria.
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As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined.
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The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.
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Students
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a student may agree to work toward the grade of "B" by completing a specific number of assignments
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Students can share their self-assessments with a peer or in a small group,
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A 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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their overall strengths and weaknesses.
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joint process for instructor and student
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There may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments. In this situation students may be reminded of the Graduate Student Attributes.
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developed set of communication skills
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They were required to submit their self-assessments with the completed work, but their assessments were not graded.
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lift the role and status of the student from passive learner to active leaner and assessor
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A colleague told me he has his students use the rubric to first grade their assignment, and then they turn in their project. I want to start doing this so students can justify/defend or change their work before they turn it in. I have always provided a rubric but a lot of times kids don't look at it until after.
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Students will have a tendency to award everyone the same mark.
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reflect
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mature
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These students reported that their ability to self-assess depended on knowing what the teacher expected
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by evaluating the work of their peers
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Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.
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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.
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Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
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no peer ever wrote more than three sentences.
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students that cannot provide feedback due to the lack of necessary skills, whether it be education background or language
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why?
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sample peer evaluation
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higher education institutions
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provide guidance on how to judge their own and others’ contributions.
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Students must feel comfortable and trust one another in order to provide honest and constructive feedback
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students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.
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they need to be taught strategies
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Represent a student's progress over time
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This is probably my favorite characteristic of a portfolio -- how they show progress over time. It is instructive and just plain fun to view growth at the end of the course by viewing a portfolio of work. So often, it is difficult to see growth on a day-by-day basis. But when one steps back and takes a long-term view, growth is plainly evident.
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with instructions
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When I have utilized peer-assessment in the 9-12 level, the most success I had is when I gave the group direct instructions and a time limit. For example, I might tell them they have 7 minutes "on-the-clock" to read their partners introduction, followed by 7 minutes of discussion. Then we move on to the next section. This helps the group stay focused and on-task, rather than giving a 40 minute block of time to just "peer-review" and give no other direction.
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In this paradigm, self-assessment is not the same as self-grading. Rather, 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 to evaluate the work
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This was my thought when I was reading the last article "Why and When Peer Grading is Effective for online learning." I didn't feel that Peer Grading is the same as Peer Assessment. I like the idea of Peer or Self assessment where they reflect and improve on their learning, but not necessarily be given a grade based on the assessment. I think even as teacher's if we spent more time assessing students without giving a grade, we could get a lot more learning from the students.
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Would self-assessment be seen differently/positively through the eyes of our students if their grades were standards-based instead of points/letter grades?
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Over and over again, students rejected their own judgments of their work in favor of guessing how their teacher or professor would grade it.” (p. 168)
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I see way too many students try and do this, especially students who feel they must have an A at all cost. They don't want to actually learn the material, they just want to know what they have to do. I see where this has lead to students taking less risk and less thinking for themselves trying to problem solve how to do something on their own.
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When they self-assessed, these students reported that they checked their work, revised it, and reflected on it more generally
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Checking work, revising it and reflecting on it seems to always go hand and hand with writing. I've always wondered and even tried to dabbled with a way to do revisions in math courses without just having the students "redo" a problem to get the right answer. Unfortunately, in my attempts, I get just that. I can't get the students to necessarily reflect on what they did wrong, but rather another attempt at getting the correct answer.
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One way to make sure students understand this type of evaluation is to give students a practice session with it
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For peer evaluation to work effectively, the learning environment in the classroom must be supportive.
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•Encourages student involvement and responsibility.
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When learners are at a similar skill level.
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They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.
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I barely touched on the use of rubrics, which is the tool I suggest for evaluating the completed team project itself.
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Considering the high level of emotion that can occur with group projects, I could never imagine assigning a group task without a solid rubric. The subjective nature of a group project means I need solid expectations in order to clarify any grey area as well as hold students responsible who do not meet those expectations.
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•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
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Most did not see the larger value of the skill they were developing. Most did not use self-assessment in their other courses.
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“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,”
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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.
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When learners are mature, self-directed and motivated
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Advantages:
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Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments.
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Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.
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with an eye for improvement.
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student’s grade
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At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.
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For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.
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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.
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6) Learners have a developed set of communication skills.
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ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
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In addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
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It takes time to develop the class culture for self and peer feedback, but it provides students with so much more information than just waiting for instructor feedback. Helping students think meta-cognitively is huge, especially when looking to close gaps.
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Your idea of building culture/structural supports through collaboration and sharing is key! It allows for self-assessment through reflection and metacognitive analysis. To get students to really dig in and think about their learning through shared experience is the name of the game.
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Where am I going? Where am I now? How can I close the gap?
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One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
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I think the term "during" is the important to key in on this statement. Formative assessment helps us keep a pulse on learning as it is happening along the way. Although summative assessment is often referred to as more high stakes, formative assessment is equally if not more important. By the time you get to the summative part of a unit it is often too late to help support students working towards mastery.
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There has been substantial interest in formative assessment among U.S. educators during recent years. Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
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I am curious as to how often my classmates formatively assess student learning? Would you say daily, weekly, monthly? Anybody have any formative strategies that work well for them? I have had success w/ the thumbs up, down and sideways strategy...
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I do formative assessment at least weekly-- one big revelation I've been working with is that formative assessment doesn't have to be big and fancy;it just needs to show the level of understanding kids are at
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You are probably formally assessing every day. It doesn't have to be 'formal' or planned. But I imagine that each day you are gathering information that will help to drive your instruction for the following day.
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A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
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Modeling what positive & constructive feedback looks like is something to definitely consider when implementing peer review in the classroom. Getting started with the process of peer review/collaboration in terms of students knowing what to do and not to do allows for safety in the process and help build a classroom atmosphere that can be engaging and student driven.
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This makes sense if students have seen feedback modeled they would have an understanding of the concept and open to giving feedback to their peers and receiving it from peers.
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opportunities for students to monitor their ongoing progress.
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involve both teachers and students
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With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
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helping students to provide constructive feedback to each other
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Constructive feedback is sometimes challenging for students. It needs to be helpful not hurtful is the phrase I try to repeat when we do utilize peer feedback. It is also interesting for me to see what kind of feedback they give each other. I can make adjustments or clarifications for future activities.
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The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
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That is one thing I struggle with my online learners, if they don't advocate and speak up that they may be confused and their camera is off I am missing the opportunity to physically see if students udnerstand/struggling.
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I can see how that can be a challenge. I have had participants finsih a course and THEN tell me that they found the platform and technology challenging. But it's so hard to help if the communication isn't working between you and your students.
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Learning goals and criteria for success should be clearly identified and communicated to students.
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
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I wholeheartedly agree. Whether students actively take pat in self-assessment varies greatly depending on the level of course I'm teaching. I have many students that just want to know the amount of points something is worth...they aren't concerned with whether they have learned anything or not. Maybe I need to do a better job of modeling...and start earlier with self-assessment.
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process requires the teacher to share learning goals with students
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evidence-based feedback that is linked to the intended instructional outcomes
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Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
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connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
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timely feedback
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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.
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I know as teachers we have so much going on in our professional and personal life, but students need that feedback to make sure they are doing it right or can come seek extra help!! It's defiantly a balance!
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Timely feedback is so challenging! It's hard for teaachers to get all that done and not have to be working into the night. Digital tools can probably help with some of that, but it still isn't perfect!
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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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adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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collecting evidence
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cators representing approximately 2
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From a learning progression teachers have the big picture of what students need to learn,
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Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways (e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts), and that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each level of the progression would be to investigate a set of artifacts in increasingly sophisticated ways to extract information about a particular period or event in history. Not only would such investigations support the students’ development of historical reasoning, they would also provide evidence of the students’ ability to reason in increasingly complex ways. 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. 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.
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However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
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in a sixth grade math class students working in groups
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ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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during the teaching/learning process
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involve both teachers and students.
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Learning progressions
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students will know
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bona fide partners in the learning process
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during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals
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They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
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This is the single most important part of the learning progression learning that we have done. When you find the sub-skills that are needed for students to get to the large skill, you know where and what formative assessments need to be built in. It also helps you stay focused on what the formative assessment should be actually assessing. This helps you keep the formative assessments short and focused and makes the feedback manageable.
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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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Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, 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 think this is a great summary of what a student-centered and learning-driven learning environment might look like. Formative assessment can support these descriptors because it helps students know where they are in relation to the learning objective. It answers the, "How am I going?" bit of Hattie's three questions that students should be able to answer about their learning, "Whrere am I going?, How am I going? and Where to next?"
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then provide several examples of critiques of political essays
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. Specific, timely feedback should be based on the learning goal
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Formative assessment is a process that directly engages both teachers and students
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The way these attributes are implemented depends on the particular instructional context, the individual teacher, and—perhaps most importantly—the individual students.
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I really like this statement. Feel to many times we try to not recreate the wheel when we hear something works for one teacher, we feel we can just copy the method and do it the same way in our classes rather than tailor it to our needs. In the end, what we think will end up saving us time, actually costs us more in the long run.
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teachers must first identify and then communicate the instructional goal to students
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Helping students think meta-cognitively about their own learning
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classroom culture characterized by a sense of trust
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Alternatively,
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Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.
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The students must be actively involved in the systematic process
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Creating such a culture requires teachers to model these behaviors during interactions with students
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Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.
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I have REALLY loved giving personal video feedback this year with virtual students. I can show them exactly where I see concerns as well as celebrations and can easily relate different points in the product to each other since I have the freedom to scroll up and down their work. It also allows me to add in personal tone to my feedback.
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ollie-afe-2021: Building a Better Mousetrap - 1 views
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key qualities (also referred to as “traits” or “dimensions”)
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When students are full partners in the assessment process, as Mary Jo Skillings and Robin Ferrel illustrate in their study on student-generated rubrics, they tend to “think more deeply about their learning.”
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An instructor can measure student learning by referring to detailed, specific descriptions of the trait as it manifests itself at different levels. For example, a trait like “support” might be described at the higher end of the rating scale as “extensive, reliable, and well-documented support” while at the lower end it might be described as “unconnected or irrelevant support.”
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Succinct distinction between levels of scale in rubrics, allows for less subjectivity in assessment.
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This is hard to do for me in rubrics. Sometimes I find myself going to numbers (i.e. 3 peices of evidennce = 4, 2 pieces of evidence = 2, etc) but that is not good. I like the example that is given here, it just takes so much time to come up with all of those distinction levels.
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indirect feedback from the quality of their work
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The term was adopted by educators in the 1980s to refer to a set of standards and/or directions for assessing student outcomes and guiding student learning.
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serve as guidelines
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formula
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There are some students who thrive in being creative and making their own path, but I also have students who want to know the number of words and number of sources and they thrive in the "formula" of the rubric.
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I run into a lot of that. Students just want to know what they are supposed to do and will not go outside the box to think or create above and beyond.
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You can adapt a rubric—
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I love using FCCLA rubrics that have been created for FCS and if anything it gives me a good starting point! No need to recreate the wheel!
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I often try to find a rubric that fits the criterial I'm look to assess. I've never thought to look at something like the FCCLA rubrics but that sounds like a great starting point. I agree with you 100% that there is no need to reinvent the wheel and you can always modify them just a little if needed.
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ment
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self-assessment
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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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Similarly, Heidi Andrade, in her study, “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.
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“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
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we ought to illicit student input when constructing rubrics:
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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.
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I would agree with this comment. My rubrics tend to turn into checklists and I've shied away from them the last few years. Maybe they'd be better at creating them then me?
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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
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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).
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Rubrics that are prescriptive rather than descriptive will promote thoughtless and perfunctory writing
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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
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The concept of general rubrics caught my attention because our school has said that next year we will be working on general rubrics for various classes to use. This way students will hopefully connect ideas across curriculum. I wonder how this is different than teaching to the test when we are all using the same rubrics?
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help the student with self-assessment
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the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
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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 (Mathews)
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illicit student input when constructing rubrics:
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we ought to illicit student input when constructing rubrics:
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they can be designed with dimensions describing the different levels of that “deep learning”
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An ELA teacher I know uses rubrics with students with writing assignments. When the students receives the final assessment of a piece of writing, the student writes a reflection in their journal about the feedback. If they struggle with transitions - what did yo learn, what will you do differently on the next assignment? It is a feed forward cycle.
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rubrics that are outside of the students “zone of proximal development” are useless to the students.
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I think the rubric along with exemplars could be helpful. It might be easier for some students to understand and use the rubric if they see products at a variety of levels.
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I know students do better when I show them examples- and examples from several levels, but I never seem to remember to do it until it's too late :-(
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To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,
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well-designed rubrics help instructors in all disciplines meaningfully assess the outcomes of the more complicated assignments
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rubrics can help the student with self-assessment;
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withholding assessment tools (whether they are rubrics or more nebulous modes of evaluation) from students is not only unfair and makes self-assessment more difficult, it maintains the traditional gap between what the teacher knows and what the student knows.
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most state issued rubrics used in secondary school standardized testing are poorly designed rubrics
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ubrics cannot be the sole response to a student’s paper; sound pedagogy would dictate that rubrics should be used in conjunction with other strategies,
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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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the criteria must be made clear
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When students are full partners
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Well-designed rubrics,
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the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.
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student-generated rubrics,
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I think this is a great idea and one that I wished I would have tried during my time in K-12 education. One hurdle I see with this is that the student needs to have a clear vision of what the outcome should be. Perhaps exemplars are used for the purpose, without stifling student creativity? Without a vision for the outcome, how can a student suggest grading criteria in a rubric?
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will lead students to perceive writing as a kind of “paint-by-number” endeavor
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I felt that I would fall into this trap when developing rubrics for my students. For example, for our HS Chemistry lab reports, I felt that I was "nickel and dime-ing" students to death on minutiae according the the rubric while missing out on the big picture altogether. Eventually I scrapped the rubric.
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A holistic rubric
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“Meaningfully” here means both consistently and accurately
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So, when we discuss scoring or grading rubrics in the Teaching Center, we are talking about a system designed to measure the key qualities (also referred to as “traits” or “dimensions”) vital to the process and/or product of a given assignment, a system which some educators see as stultifying and others see as empowering.
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Moreover, some teachers have noticed how students who were good writers become wooden when writing under the influence of a rubric.
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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.
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This would be something I would do, I would make sure I jumped through the hoops to get the best score even if it meant not completing the assignment as intended. Honestly, not only do I struggle to use rubrics as a teacher, I very seldom look at a rubric if I have one ahead of time or afterwards. I usually complete the task and hope for the best.
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is more efficient and the best choice when criteria overlap and cannot be adequately separate
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critics claim that rubrics, in effect, dehumanize the act of writing
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general rubric does not have to develop a new one for each assignment
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accurately measuring
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However, for the student to successfully
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specific
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ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 3 views
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department or grade-level common assessments
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The purpose is to inform others—policymakers, program planners, supervisors, teachers, parents, and the students themselves—about the overall level of students' performance.
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I believe clear criteria is going to be the most helpful for when my courses are switched over to standards based. I want my students to know exactly what they are expected to learn and assessed on. In doing this they then can effectively reflect back on their learning and assess their own learning.
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This seems like a common sense approach and students won't have to guess what you're looking for.
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SBG is a targeted form of assessment that can be effective if expectations are both clear and concise. It is important that learning targets and objectives are delivered in a "student friendly" language. "I can" statements work well as do other objectives as long as students know what they need to be able to do.
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igure 1
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I like how this figure shows what test questions link to specific learning targets and points awarded. If a student were to pass 3 of the 4 learning targets then we know that they need more time with one specific learning target. We can then spend time relearn concepts so they can reassess and show their learning again.
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I agree, this is useful in determinig language barries that may have gotten in the way rather than not understanding the content
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A grade of D+
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When it comes to grades and feedback, I believe their needs to also be a mindset change in students and parents. A lot of time students ask me what grade they received, and they determine if they are okay with that percentage before taking time to look at feedback and look at the learning that has happened. I will need to change the conversation from "What grade did I get" to "Did I sufficiently meet the learning target and provide evidence of my learning"
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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 are currently doing a book study on assessments and they stated that your classroom should be 80/20. 80% reflection and 20% concepts. I am not sure if I agree with this breakdown but I do know I will need to take time to teach my students how to properly self assess and reflect.
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Wow 80% does seem very high. I would imagine it will take some time to shift the thinking of both teachers and students
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I've never seen/heard that breakdown before but it does make logical sense. Reflection/metacognition is a key component to creating a deeper connection to anything. I have asked students to reflect upon their understanding of content by checking boxes next to learning targets as we progress through a unit and to assess themselves on learning targets after a summative. I feel that students completed reflections as something that just needed to be done instead of a means to better understand themselves, so I totally agree that it will take time to shift the mindset...my big question is how do we set up a plan to do that?
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NCLB
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the assessor should organize the learning targets represented in the assessment into a written test plan that matches the learning targets represented in the curriculum.
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I feel like this is something that would take a long time to set up, but would ultimately make evaluating an assessment easier.
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From experience, it does take an adequate amount of time...and it can be quite humbling. I began this process several years ago after an Assessment for Learning training. Analyzing an assessment that you have curated over several years (thinking you've created something that justly assesses students), and finding misrepresentation of learning targets is an eye-opening experience.
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if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
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It's important that students see formative assessments as something that will help them
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Most definitely, formative can be a great tool not only for the teacher but also for the student. It can be a great focus of communication to enable a student to become an independent learner.
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This reminds me of a session with John Hattie that I attended on feedback. He talked about the purpose of feedback is to show the student where to go next. Feedback is an essential element in formative assessment. If there is no feedback then it isn't really formative.
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Assessment literacy is the foundation for a system that can take advantage of a wider use of multiple measures.
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clear picture of what achievement he or she intends to measure.
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This is definitely important in properly assessing and supporting students. This is where I begin when a teacher asks for help I'm accommodating a student.
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I remember in the first grade classroom having to record myself reading word problems for students to listen to because I wanted to assess their application of the math and not their ability to read and decode a word problem. Life changing.
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@mcairiney - this makes a ton of sense. We see built in screen readers now in the ISASP's for 7-12 students on the reading exam because what is being tested is not necessarily decoding, but rather comprehension.
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This key ensures that the assessor has translated the learning targets into assessments that will yield accurate results.
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benchmark,
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We have used MAP testing in the past as a measure of student academic progress and growth. MAP testing allows for periodic benchmarks that is student specific, providing a snapshot of where they are at compared to their peers.
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MAP gave great information. Its great downfall was the amount of time required to administer it. Wish they had a "lite" version
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I do like the the MAP tests better because they adjust to the students better. It seems like they see improvement and that is usually a motivator for them. However, it does take awhile to administer. But I appreciate the reports more because I can see growth for each student.
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I always thought MAPs was a powerful assessment tool as well. I thought the resources that provided guidelines of where to take students next or how to strengthen skills that were challenging was helpful!
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including students
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plan
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This Math Test Plan is helpful. It breaks the test down into an item analysis chart by question number. Individual questions are weighted (with point totals) and linked to learning targets. This plan would be a nice tool to give to students as well to help them guide them in their studying for assessments.
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I love this idea! "...assign the appropriate balance of points in relation to the importance of each target." I think this example would really help teachers look at their assessments a little differently than just taking the test right from the book.
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I think being very clear with students what each question is assessing is also helpful to make sure that an answer is given to PROVE their understanding instead of trying to figure out exactly what a teacher is looking for. Takes the guessing out of the game.
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the instructional hours sacrificed to testing will return dividends in the form of better instructional decisions
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assessor must begin with a clear picture of why he or she is conducting the assessment
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Figure 2 clarifies which assessment methods are most likely to produce accurate results for different learning targets.
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students to track their own progress
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develop coordinated plans
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decisions
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Not to mention the amount of instructional time we lose while administering more in-depth testing. If we are using up instructional time, we need to make sure that the results of the assessment are providing powerful data that will help us move teachers and students forward.
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I really agree with this statement. Sometimes the assessments that we give do not tell us the whole picture. They might flag us to know that something is wrong, but they don't tell us exactly what is wrong. That is when we have to dig deeper. We need to look at different types of information to make valid decisions.
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the use of multiple measures does not, by itself, translate into high-quality evidence.
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it's important to know the learning targets represented in the written curriculum
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The goal of a balanced assessment system is to ensure that all assessment users have access to the data they want when they need it, which in turn directly serves the effective use of multiple measures.
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This is very true. I've seen some good ideas for diagnostics or screener tests that were not properly utilized because the user interface/database was so hard to use; or it was confusing; or it was a mess of data that scared people away. The ability to access the data, when needed, in a manner that is easy to utilize, is very important. But not necessarily easy to accomplish.
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Use a reading score from a state accountability test as a diagnostic instrument for reading group placement. Use SAT scores to determine instructional effectiveness. Rely solely on performance assessments to test factual knowledge and recall. Assess learning targets requiring the "doing" of science with a multiple-choice test.
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I think this is a pretty solid list of "don't do's" . Unfortunately I think I've seen each one used in the past. The first bullet -- using reading scores as a diagnostic. I could maybe see a state test used as a "screener" -- it can give an initial idea of which students are strong or weak in reading -- but not as a "diagnostic" -- the state test will tell you that *something* is wrong, but it can't diagnose the difficulty that the student is having (decoding? dyslexia? etc...)
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testing
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Performance skill targets
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Teachers have choices in the assessment methods they use,
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Students learn best when they monitor and take responsibility for their own learning.
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ollie-afe-2021: Educational Leadership: The Quest for Quality--article - 1 views
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Creating a plan like this for each assessment helps assessors sync what they taught with what they're assessing.
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I have such a hard time getting myself away from traditional grading which I know has little meaning or feedback. I really like this example and hope I have the guys to use something similar.
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We have had some PLCs write leveled assessments. Once they have decided a proficiency scale for a standard, then they have a question at the "meeting" level, one at the "progressing" and one at "exceeding". The tests end up being more time intensive to write and grade, but the teacher ends up with a real good idea of where the students are at on the standard.
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For instance, if students will be the users of the results because the assessment is formative, then teachers must provide the results in a way that helps students move forward.
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A grade of D+, on the other hand, may be sufficient to inform a decision about a student's athletic eligibility, but it is not capable of informing the student about the next steps in learning.
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Seems to be the root of many of our problems where students worry more about their grade and how the grade will affect them rather than worry about what they are learning. Unfortunately in our school district, grades are the primary determination of if the students are learning or not.
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I wonder if ultimately we are looking at a culture change, from chasing points to chasing learning. Not a quick or easy change for all stakeholders, but important!
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summative tests, the reason for assessing is to document individual or group achievement or mastery of standards and measure achievement status at a point in time.
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I actually made my own changes to how I enter information in our computer recording software after I became frustrated looking at my own son's grades from the parent side and couldn't tell by looking at it what he was struggling with and what he wasn't. I now enter grades as units so it's a little bit easier to see what the unit grade as well as trying to make it more detailed then just saying worksheet 3.1.
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formative applications involve what students have mastered and what they still need to learn.
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decision makers at the next two levels want to know which standards students are struggling to master.
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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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Students 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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Are results communicated in time to inform the intended decisions? Will the users of the results understand them and see the connection to learning? Do the results provide clear direction for what to do next?
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