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Keith Hamon

Wired Campus - The Chronicle of Higher Education - 0 views

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    While the next online model remains unclear, Southern New Hampshire's president, Paul J. LeBlanc, has sketched out one possible blueprint. … The vision is that students could sign up for self-paced online programs with no conventional instructors. They could work at their own speeds through engaging online content that offers built-in assessments, allowing them to determine when they are ready to move on. They could get help through networks of peers who are working on the same courses; online discussions could be monitored by subject experts. When they're ready, students could complete a proctored assessment, perhaps at a local high school, or perhaps online. The university's staff could then grade the assessment and assign credit. … The whole model hinges on excellent assessment.
Keith Hamon

Luke's e-Learning Blog: Assessing Collaborative Efforts - 1 views

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    So the question becomes, according to Seimens (Laureate, 2008), "How do we change an assessment model based on individual learning to a model based on collaborative learning?"
Keith Hamon

How Thumbs Can Facilitate Discussion in the Classroom - ProfHacker - The Chronicle of H... - 0 views

  • “Okay, show me with your thumbs what your opinion is of the draft in front of you. Thumbs up? Thumbs down?”
    • Keith Hamon
       
      This is similar to Facebook or Amazon ratings of items, crowd-sourcing assessment.
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    A simple thumbs-up/down technique for peer assessment.
Stephanie Cooper

TeachPaperless: Using Jing to Assess Online Student Writing - 1 views

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    Jing software gives teachers an easier way to provide feedback on online writing assignments
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    This may be a software worth looking into for assessing online student writing.
Keith Hamon

7 Things You Should Know About Assessing Online Team-Based Learning | EDUCAUSE - 1 views

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    Assessing the work produced by teams, however, presents a significant challenge, and this difficulty is especially prominent in online environments.
Keith Hamon

Alternative approaches to assessing student engagement rates. Chapman, Elaine - 0 views

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    Overview of definitions of student engagement & methods of assessing engagement: self-report measures, checklists & rating scales, direct observations, work sample analyses, & focused case studies.
Keith Hamon

http://www.insightassessment.com/pdf_files/Thirty-ways-1991-renewed.pdf - 0 views

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    Tips for assessing critical thinking.
Stephanie Cooper

Why I Will Not Teach to the Test| The Committed Sardine - 1 views

  • Any teacher worth his or her salt knows that if you really want to measure the level of student thinking, you have to have students write. Answers to multiple-choice questions can often be faked; answers to essay questions cannot.
  • I also find it odd that while many states have raised their test scores over the past few years, we as a country continue to fall in international comparisons of academic achievement. How can this be? If we are getting “better,” why are we declining internationally? In an attempt to answer these questions, Linda Darling-Hammond of Stanford University studied high-achieving countries from around the world. Her findings? School systems in high-achieving countries value higher-order thinking. They parse their standards to make them lean. They use very little, if any, multiple-choice assessments to monitor student progress. They require students to research, to inquire, to write—to think critically. They give students time to reflect upon their learning. They emphasize the skills graduates will need to be college- or career-ready in a globally competitive marketplace. They surround their students with interesting books. Because their assessments demand critical thinking, their students are moving ahead. Because our assessments demand shallow thinking, our students are falling behind.
Keith Hamon

How to Create Excellent Courses with Open Education Resources | online learning insights - 0 views

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    Open Educational Resources abbreviated as OER, are openly formatted and licensed documents and media accessed on the Web that are useful for teaching, learning, education, assessment and research that anyone can openly use and reuse, without charge.
Thomas Clancy

Educanto Marches On - Paul Greenberg - [page] - 1 views

  • It's a firm rule in educanto: The vaguer the idea, the wordier its description.
  • the educantists' inflated language is a sure sign of their insecurity, which they try to mask by ever more convoluted language. Pretension remains the first symptom of a profession unsure of itself.
  • American society's in this postmodern, robotic, deconstructed age. We confuse data with information, information with knowledge and knowledge with wisdom.
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  • if a quality can't be quantified -- like intuition, say, or poetry or faith or insight -- it doesn't exist. At least not to the well-trained mind. With each such "reform" in basic education, the basics grow dimmer. We seem bent on learning more and more about less and less till we finally succeed in knowing everything about nothing.
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    I'm not familiar with this term "Educanto," but the article hits a concept that is close to us--assessment. If "grades" don't reflect a grasp of "basics," then what is it that we want to measure?
Keith Hamon

http://www.open.ac.uk/personalpages/mike.sharples/Reports/Innovating_Pedagogy_report_Ju... - 2 views

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    This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education.
Keith Hamon

Students Equate Google Search Rank With Accurate Info | Hack Education - 0 views

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    students are apt to just click that top link when searching for information online, with minimal assessment of the quality of information they're going to find there.
Keith Hamon

Foundation for Critical Thinking: Books, Conferences and Academic Resources for Educato... - 0 views

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    The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Keith Hamon

Can We Teach Creative and Critical Thinking? - Education - GOOD - 1 views

  • Critical thinking is, among many things, the ability to understand and apply the abstract, the ability to infer and to meaningfully investigate. It’s the skills needed to see parallels, comprehend intersections, identify problems, and develop sustainable solutions.
    • Keith Hamon
       
      We have not adequately accounted for abstraction in our discussions of CT or investigation. I wonder if CT is such a large, amorphous category as to be almost meaningless? Perhaps not, but it is clear to me that almost every discussion of CT must begin with a clear delineation of just what we mean when we say critical thinking.
  • sound critical thinking is imperative to social progress.
    • Keith Hamon
       
      This social imperative is somewhat troubling to me. Is not good critical thinking its own reward?
  • Cultivating critical thinking may be accomplished with modeling
    • Keith Hamon
       
      Modeling is a promising technique, but how often do teachers expose their own thinking processes to students? Don't we usually let them see only the polished final product of our thought, and not the messy critical thinking we went through prior to our polished position?
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  • School trips, service learning requirements, and various other kinds of hands-on situations allow students to make connections at their own pace
    • Keith Hamon
       
      Nice methods that change the complexion of the typical classroom from one of content-delivery to content application.
  • teachers suggest, and insist, that students investigate further, making—but more importantly, justifying—inferences and conclusions.
    • Keith Hamon
       
      Is it not obvious how the focus on the "right answer" undermines this willingness to explore? Why would most students expend any energy on an issue when they already have the answer that will be on the test, the "correct answer"?
  • It’s hard to design test questions that effectively measure a child’s ability think creatively.
    • Keith Hamon
       
      Note the writer's confusion of critical thinking and creative thinking. Are they usually confused? Should they be? Is there any advantage to distinguishing between them?
  • At the heart of teaching critical and creative thought is the ability to ask the right questions to students. In turn, they need to be able answer in a way that demonstrates their ability to see the parallels and intersections;
    • Keith Hamon
       
      This kind of open-ended discussion and work in class is key to the QEP classroom.
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    But how is creative or critical thought defined and taught? And by what assessment can we measure it, if at all?
Keith Hamon

"Fresh Thinking" in General Education | Reacting to the Past - 0 views

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    This project seeks to explore how "Reacting" might be employed as an alternative approach to fulfill the broader objectives of a liberal arts education.  The success of the "Reacting" pedagogy in engaging undergraduate students has been confirmed by faculty reports, student evaluations and formal double-blind assessment studies (Stroessner, 2009).  The latter studies show that "Reacting" students, when compared with those enrolled in other general education courses, improved in certain salient categories associated with learning, including the development of an appreciation of multiple points of view on controversial topics and a belief in the malleability of human characteristics over time and across contexts.  Speaking skills also improved substantially.
Keith Hamon

Writing in Mathematics: Assessing Understanding | Teaching Science and Math - 0 views

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    Writing in math is an excellent way to determine if students' understand or do not understand the math they are learning about. Allowing students to explain how they solved a math problem, how they developed a formula to solve a problem, or how they applied a math concept requires critical thinking.
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
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  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
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    Writing as an exercise in learning
Stephanie Cooper

Learning through Presentations | The Thinking Stick - 2 views

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    Example lesson for presentations using the pecha-kucha format.
Keith Hamon

TeachPaperless: An Example of Jing Used to Comment on Student Work Online - 0 views

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    Have been using Jing for about three weeks now as my primary form of commenting on student work.
Keith Hamon

Dr. Helen Barrett's Electronic Portfolios - 0 views

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    Great site for exploring the concept of ePortfolios
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