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Rhondda Powling

Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 2 views

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    A interesting post about the place and value of formative assessment. It includes a long, printable list of assessment strategies will help identify new ways to check for understanding and verify what students have learned.
Roland Gesthuizen

T is for teaching - 3 views

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    "CAMPBELL Walsh was sick of waiting for his NAPLAN test results. ''I wanted to know how I'd done. It had already been about four months and I still hadn't got the results,'' says the year 5 student from Aitken Creek Primary in the outer Melbourne suburb of Craigieburn. "
Roland Gesthuizen

What Constitutes 'Rigour' in Our 21st-Century Educational Systems? | DMLcentral | Tommy... - 6 views

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    "What Constitutes 'Rigour' in Our 21st-Century Educational Systems?"
Rhondda Powling

The 6 P's for Education « My Island View - 2 views

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    @tomwhitby "Dell Computer has sponsored four education Think Tanks over the last year, or so, and I have been fortunate to participate in three of them...Each of the groups is given four to six general topics of concern in education to discuss for about forty-five minutes to an hour. Since the members are all invited guests, they are usually intelligent, passionate, and well-versed in aspects of education specific to their profession....Progress is being stymied by the 6 "P's". By this I am not referring to the military expression "Proper Planning Prevents P*ss Poor Performance". I am talking about Poverty, Profit, Politics, Parents, Professional development, and Priorities preventing progress in Public Education."
Rhondda Powling

Half an Hour: New Forms of Assessment: measuring what you contribute rather than what y... - 4 views

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    "This list of three types of assessment is intended only to stimulate thought....These three things - helping others, being cooperative, contributing to the public good - are obviously not easy to assess. To be sure, it's far easier to ask students simple questions and grade the number of correct responses. But asking students simple questions, far from measuring putative 'content knowledge', is really an exercise in counting without any real interest in what is being counted."
Roland Gesthuizen

Say NO to NAPLAN (1).pdf - Google Docs - 3 views

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    Papers compiled by a group of concerned educators who are speaking out for many who are constrained from speaking publicly.
Rhondda Powling

5 Tips For Assessing What Students Know - Articles - Educational Technology -... - 8 views

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    "It is not enough to teach students how to understand information and communications technology. At some point you are going to have to assess their knowledge and understanding. "
Chris Betcher

Assessment for Learning: Home | Assessment for Learning - 20 views

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    Welcome to the Assessment for Learning website. This site has been developed by Curriculum Corporation on behalf of the education departments of the States, Territories and Commonwealth of Australia.
Roland Gesthuizen

QATs (Quality Assessment Tasks) - 2 views

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    an invaluable teachers' resource used for assessment within the VCE (Victoria) and the HSC (NSW). Developed by experienced teachers .. for internal assessment and end of year examinations. Professionally designed and delivered by email .. they save teachers time and effort while providing confidence that assessment is reliable, accurate and consistent with requirements specified by education authorities.
Roland Gesthuizen

NAPLAN-style testing has 'failed' US schools - 5 views

  • Professor Darling-Hammond said Australia would be wiser to follow the examples of Finland, Korea, Shanghai and Singapore, whose 15-year-olds achieve the best results in numeracy, literacy and science in comparisons with other developed nations.
  • While the basic skills literacy and numeracy tests were designed to help teachers identify children with learning difficulties needing assistance, they are now being used as a competitive measure of school performance on the federal government's My School website.
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    NAPLAN-style testing and reporting has failed in the United States by narrowing the curriculum and corrupting education standards, says a chief education adviser to the US President, Barack Obama. .. The US tests have been criticised for narrowing the curriculum to reading and maths and multiple-choice formats.
Rhondda Powling

Ten Surprising Truths about Video Games and Learning | MindShift - 9 views

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    An extended interview with James Gee. The video is from the PBS Documentary Digital Media - New Learners Of The 21st Century.
Roland Gesthuizen

My School - 3 views

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    A profile of almost 10,000 Australian school to help search for schools compare statistically similar schools, view school-level NAPLAN results, identify schools that are doing well and share successful strategies. This service is designed to support acce
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    Aim of this website is to quickly locate statistical and contextual information about schools and compare them with statistically similar schools across Australia.
Roland Gesthuizen

Test-Taking Cements Knowledge Better Than Studying, Researchers Say - NYTimes.com - 0 views

  • Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.
  • students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.
  • What we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later
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  • the struggle involved in recalling something helps reinforce it in our brains
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    Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.
Tony Searl

#PLENK2010 Assessment in distributed networks « Jenny Connected - 2 views

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    So how to assess large numbers. Traditionally this been done through tests and exams which can be easily marked by assessors. Whilst these make the assessment process manageable for the tutors, they offer little more than a mark or grade to the students - since very often there is no feedback-feedforward loop associated with the grade. Also tests and exams are not the best assessment strategy for all situations and purposes.
Tony Searl

http://www.forumforeducation.org/ - 4 views

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    "In conjuction with our partners in the Rethink Learning Now campaign, we have produced an ESEA Toolkit for you to use in making your voice heard around ESEA reauthorization."
Tony Searl

http://www.smallschoolsproject.org/PDFS/co10103/transforming.pdf - 2 views

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    IMAGINE AN assessment system in which teachers had a wide repertoire of classroom-based, culturally sensitive assessment practices and tools to use in helping each and every child learn to high standards; in which educators collaboratively used assessment information to continuously improve schools; in which important decisions about a student, such as readiness to graduate from high school, were based on the work done over the years by the student; in which schools in networks held one another accountable for student learning; and in which public evidence of student achievement consisted primarily of samples from students' actual schoolwork rather than just reports of results from one-shot examinations.
Tony Searl

Turning Children into Data - 4 views

  • The teachers understood that learning doesn’t have to be measured in order to be assessed. 
  • It focused on teachers’ personal “connection[s] with our subject area” as the basis for helping students to think “like mathematicians or historians or writers or scientists, instead of drilling them in the vocabulary of those subject areas or breaking down the skills.”  In a word, the teachers put kids before data.
  • All that does is corrupt the measure (unless it’s a test score, in which case it’s already misleading), undermine collaboration among teachers, and make teaching less joyful and therefore less effective by meaningful criteria.
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  • kids should have a lot to say about their assessment.
  • we want to create an environment where students can “experience success and failure not as reward and punishment but as information."  
  • students’ desire to learn?
  • The more that students are led to focus on how well they're doing, the less engaged they tend to become with what they're doing. 
  • A school that’s all about achievement and performance is a school that’s not really about discovery and understanding.
  • teachers’ isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost).
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    "While some education conferences are genuinely inspiring, others serve mostly to demonstrate how even intelligent educators can be remarkably credulous, nodding agreeably at descriptions of programs that ought to elicit fury or laughter, avidly copying down hollow phrases from a consultant's PowerPoint presentation, awed by anything that's borrowed from the business world or involves digital technology. Many companies and consultants thrive on this credulity, and also on teachers' isolation, fatalism, and fear (of demands by clueless officials to raise test scores at any cost). With a good dose of critical thinking and courage, a willingness to say "This is bad for kids and we won't have any part of it," we could drive these outfits out of business -- and begin to take back our schools."
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