This may mean you're grading too much.

Assessment should be focused and pointed. Narrative feedback is helpful. Allowing retakes gives you an opportunity to focus only on what needs improvement. It is not a wholesale redo of the assignment. A retake should have the student focus on the specific gap in understanding which prevents them from achieving proficiency.

This is not caused by a retake policy itself. It is caused by either A) not having a robust formative assessment strategy to catch struggling students or, B) not implementing reasonable checkpoints which help students learn to self-regulate.

It is a major assumption that hard deadlines and tests prevent students from procrastinating. What disallowing retakes ends up doing is locking students into a cycle where they are actively discouraged from learning rather than taking the time to learn something.

Or:

• working
• taking care of siblings
• taking care of other relatives
• trying to find something to eat
• ...

Assuming all students learn content at the same rate is dangerous. There may be fundamental math skills that take one student longer to learn than another. That may mean multiple attempts at demonstrating those skills.

If I were to disallow retakes, even the intrinsically motivated student who struggles with fundamentals loses out on mastering the concept. I lose out on knowing that student is struggling. Retakes allow me to more fully assess a student's progress toward mastery, incrementally working on correcting errors and gaps in understanding.

By promoting pacing over learning, we are doing our students a disservice.

This argument is errantly conflating two separate ideas: retakes and deadlines.

The act of allowing a retake does not preclude the use of deadlines. Setting deadlines for initial work is important because that way, I can check student work before the major assessment. There are also deadlines for completing retakes…the end of the semester being the hard stop.

I'm also building in structure for retakes. The fact that I allow a retake does not mean it happens when and where a student wants. They work within my defined schedule, which includes deadlines.

Arguing against retakes because deadlines disappear assumes that they are contingent upon one another when in reality, they work together to help students develop agency and time management skills.

This makes sense at a high level, but in reality, none of us - in school or out of school - lives in a deadline free world. I have deadlines to meet at work and if my product is not quality at the deadline, I have to do it again.

The difference is that we cannot fire students from school.

This statement comes with zero qualification for "in my experience." Is there research or empirical evidence that supports this statement? Are there other interventions or policies that could be used in place of allowing retakes?

Setting up the entire post on the premise of "in my experience" makes it a hard sell to start.

Bloom's Taxonomy

I will have to develop my own assessment strategies - formative and summative.

How to create a rubric for performance assessment?

It is interesting to notice that this article from a decade ago doesn't even mention any online assessment. So much has changed since then! I'm glad to see that from measuring attendance and attitude we are moving toward a more professionally acceptable system where we can teach, assign and assess measurable knowledge in music ed, more specifically in choral programs.

Only 11% for knowledge! That is surprising and could be more if we don't try to measure "talent" but the knowledge that is teachable and factual. Again, this is old data (1991) so today the numbers might look different.

Yes. I noticed that in schools.

This is old data (1987) but still true on some levels. By now, what I see in practice is that music educators have figured out what is that's measurable and what is not and in the school I was student teaching, the choral program is taken as an academic subject and is graded.

Difference between trauma screening and trauma assessment tools: Screening tools are brief, used universally, and designed to detect exposure to traumatic events and symptoms. They help determine whether the child needs a professional, clinical, trauma-focused assessment. Functional assessments are more comprehensive and capture a range of specific information about the child’s symptoms, functioning, and support systems. A trauma assessment can determine strengths as well as clinical symptoms of traumatic stress. It assesses the severity of symptoms, and can determine the impact of trauma (how thoughts, emotions, and behaviors have been changed by trauma) on the child’s functioning in the various well-being domains.

This article discusses that technology rich classroom research is lacking in the research world. This paper created a scale in which it could evaluate classroom environments. The authors tested this scale and determined it was a good starting framework for how to improve classroom environments. This scale could be useful later in class when evaluating technologies.Rating 9/10 for help assessment techniques

This proposal outlines a draft for a technology plan for Arizona regarding adult education. This plan outlines the goals of the plan and how Arizona can address them moving forward. This plan outlines trends for the future in technology and acknowledges challenges that might come up later down the line. This plan also reviews teaching standards and instruction, as well as operations for the future. Rating 6/10 for being a draft, but with good ideas!

This page is free resource to download a book about how people learn. This selected chapter provides recommendations for assessments and feedback in learning environments in general which also applies to adult learning. In addition to these examples, this chapter provides a section on theory and framework to better understand the overall topics. Rating: 10/10 Great free, open source resource with reputable information about learning.

personalized learning: how does it differ from traditional learning Some of the text here is gray and it is also small, so that does not make it easy to read. Nonetheless it is an infographic about personalized learning from which a fair amount of information can e learned in a short time. rating 4/5

classroom assessment techniques These are quick ways to complete formative assessment during a class session. The results can help the instructor determine what he or she should address. it can unearth learner misconceptions. These were designed for college classrooms but can be used in other adult learning contexts. rating 4/5

teachthought This particular page is entitled '20 simple assessment strategies you can use every day' but the reason it is listed here is because the page itself serves as a jumping off point for reviewing or learning about many educational theories and principles. This site may have been designed for K-12 teachers - I am not sure, but it is quite usable for those who teach adults. This is a place to come if you are interested in browsing - not if you have a specific thing you need at the moment. Rating 3/5

This 69 page PDF offers good advice on writing a variety of types of test questions. It is called "Is this a trick question?" Despite the length of the PDF, it is easy to browse if you are interested in writing a specific type of question. As may be suggested by the length, this resource is more comprehensive than others. Rating 5/5

This article was included in the curriculum for the Open Pedagogy track led by Dave Cormier in the 2019 Digital Pedagogy Lab Toronto.

In a 19 March 2019 Virtually Connecting session, Dave explained that he uses the contract in this article as a negative example — not to be adopted uncritically, but as a starting place to think about how one might generate a better assessment model.

Evaluate and reflect on your assessment systems. Do you have a system in the sense that it is longitudinal and recursive? How do you need to adjust your practices to ensure students get this feedback on their learning?

What would it take to go an entire year thinking this way? What habits in planning do you need to address? How would your assignments change?

Here's a link to the PDF of the report: https://pdfs.semanticscholar.org/15bc/cadd19dbeb64ee5f0edac90e5857e6d5ad66.pdf

How do we need to change language among teachers and students to change perception? What kinds of practical habits can we adopt?

The pdf provides information from The Twin Cities Campus Library with instruction incorporating technology into teaching adult students.

It includes a review of instructional technology, assessment for learning, framework for teaching adult learners and a workshop. This 14 page pdf provides the essentials necessary in understanding basic learning needs of adult learners.

RATING: 3/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Contains a chart of strategies/types of assessment at the bottom of the document

This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, Portland State, LaGuardia CC, Clemson), even if they also use them in institutional/program assessment too.

DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

Awesome examples! kind of reminds me of Bloom's taxonomy concept

Gilbert, Erik. “An Insider’s Take on Assessment: It May Be Worse Than You Thought.” The Chronicle of Higher Education, January 12, 2018. https://www.chronicle.com/article/An-Insider-s-Take-on/242235.

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The “at the very least” part makes it sound as though this were the easy part.

on the fine line between assessment and surveillance

Collaborative annotation as a way to assess skills rather than content mastery. Or in addition to.

Could annotation provide this type of assessment?

This could mean that students are lacking in info lit skills, or that a minority of faculty have unrealistic expectations

This is a draft - so Please make annotate and make suggestion or express concerns as you see fit.

Please be courteous and respectful.

TPS as metacognition - worth trying out. Would have to budget time for it. Could we combine it with something to capture data? connect to qualtrics or google forms

Summary: I really like this source because it provides amore in-depth analysis of Fake News Stories than my first article does. This source, just like the other ones I am showing for my annotated bibliography are all educational. (I think going over this again is not imperative.) Assessment: Everything I highlighted in yellow is something I believe might be more tricky to teach/talk to students with Disabilities about. This does not mean they are bad (they are actually great ideas to take in) I just have to think about how one can teach that information. What I highlighted in blue are tips the author said that I really appreciated and believe that a lot of people do not think about. I think people who are educated in a way about the fact that Fake News is out there would like this source. I see people who activley share Fake News everyday and there is no way this source would get them to see that all the news they know of is Fake. They would get really angry. That is why me educating my students about Fake News is so important! I think tis source seems less biased because in "Does teh story attach a generic enemy?" it includes the both the Liberal and Conservative side. Being liberal myself, I have been awre of mostly only Conservative Fake News that attacks liberals. Reflection: This source is a great addition for me because it gives me a more detailed lense through which to examine Fake News. It talks about points that rely on one's emotion as well as the actual writing. It gets to points that may are really important and go beyond the surface of a Fake News article.

p. 12 Heintz 1987 is not in bibliography. A search for the quote suggests it is the same as this: Heintz, Lisa. 1992. “Consequences of New Electronic Communications Technologies for Knowledge Transfer in Science: Policy Implications.” In Washington, DC Congress of the United States. Office of Technology Assessment (OTA) Contractor Report.

I can't find a full text though. Presumably because it is a contractor report, it isn't in either of the OTA archives:

http://www.princeton.edu/~ota/ http://ota.fas.org/

Which assessment? Analytics aren't measures. We need to be more forthcoming with faculty about their role in measuring student learning. Such as, http://www.sheeo.org/msc

Metacognitive work on what the assessment is and how it works. Nice.

Really appreciate modalities like this one where students are asked to show us what they've learned and to interact with the instructor and other students.

Focusing on grades as a / the measure of achievement also seems to undermine the kind of curiosity that is essential to authentic learning.

Just because you need to measure learning get doesn't mean you can.

Alfie Kohn probably has a lot to say about this. Already.

That ship has sailed.

If it’s not measured, does it count?

Testing has gone sentient. Resistance is futile. At least in the US.

The extent to which students do not understand what they are being assessed on, even in higher years.

Black, Paul, and Dylan Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice 5 (1): 7–74.

This is the original work in the area.

Largely a literature review from 1988 through 1998.

Jeff Rice: "Assessment love the good guy."

Unfortunately, this is how academics assess their students, too.

"Field surveys are usually expensive to run." Suggesting iPads are revolutionizing field research.

zoomerang survey software option

Polldaddy: survey software selection. List of cons.

Polldaddy did not require wireless internet access, making it a more flexible survey-software option

Polldaddy software chosen for second iteration of survey offered at GSU for assessment.

Chosen survey-taking software for iPad surveys given to users at GSU.

Georgia State Library test-survey (two questions).

face-to-face surveying produces greater results than web-based surveys.

I think it's important to be able to identify the changes in attitude, relationships and moods that we can see when at-risk teenagers begin to be self-directed learners. If we could see what these changes look like and agree on them, then we might be able to assess students better. Currently none of the ways we move or prevent students from moving through school make sense to me: social promotion (advancement because of age), testing (usually of a small subset of math and reading skills), or even portfolio assessment (because at-risk students usually don't have a body of "mastery" level work).

For GEDIVT: How do the arguments made here (and by Daniel Pink) align with or challenge our assumptions about grading and assessment?

The new frontier!

A lot of my research involves digital library/digital repository assessment, and the assessment literature in that area also relies heavily on quantitative measurements of assessment. I'm very interested in seeing the cataloging + social justice bibliography and if it can help my digital library assessment research.

So it all comes back to self-directed learning again. As I've begun to think about this competency in our school, I've thought about how this might be something that is intertwined with all other competencies. In plain language, this might mean that students are always pulling back holding up a mirror (or taking a snapshot) of their learning/journey.

The obvious paradox here is that the more "explicit" and digestible (student friendly) our criteria, the more a student can be independent in assessing her own work. That's a wonderful tension between top-down criteria and bottom-up assessment.

This is an important notion, that making something is the beginning of having evidence of learning. AND that embodied in that object is the process and the learning that you went through, which needs to be given time and place to show.

Versions of these questions would be good for us to consider in our portfolio panels.

What a powerful reason for asking students to keep and develop a portfolio: because we want you to see the progress you will make/are making, or at least see the changes and development of your work.

What a bracing shift it would be to ask students to consider their portfolios as something that is an expression "worthy of their time and effort." To treat the portfolio as another presentation of their work, for a real audience, and one that matters.

How can we begin to give students experiences of this kind of presentation of self/work in small ways, not just at the end when a portfolio is due.

This would suggest that a portfolio is a means of self-expression. Students should be encouraged to show who they truly are through a portfolio.

So I was just looking at a folder of work that a seventh grader wants to use in her portfolio. She came to me asking me to "approve" of the work. "Is this good enough for my portfolio in Independent Reading?"

It wasn't easy to get her to understand that I wasn't going to give approval or disapproval, and instead I asked her in as many was as I could think of to show me how the work show us something important about her ability to "have conversations online" (as our competency states) about her reading. Or more generally, I said, "Okay, so here are three responses to short stories that you have first drafts of. You do need to finish them, and as you do, think about what you want these to show about your unique, thoughtful ways of responding to literature."

We have work to do. But Mary Diez's metaphor here reminds me of how important it is to return the power of the portfolio to the student. It's not my approval of the work that matters, it's the student's ability to recognize and articulate her own sense of why this work matters, how it shows something important about herself.

Well that sounds scalable. Geez?

Getting at the idea that traditional outcomes based assessment is shallow.

An important distinction

Know -that, know-how, and know who. Interesting way to define knowledge. the latter two being based on capital. As if knowledge is something we build up to spend?

Again you see the idea that learning as action is the major goal.

Here the group learning is put ahead of the individual. It goes back to it isn't learning if it isn't acted upon and acting in a group not only make learning visible but is also the goal.

Interesting that comfort with the domain and listed before knowledge of the domain.

Interesting take on the importance of historical knowledge influencing assessment of informal spaces.

I am stealing this when discussing social search and networked learning spaces.

So this line here reveals a lot about the theoretical underpinnings of the authors. Then again so did their names.

this is often the case when we think in terms of practicality, efficiency, fidelity, and reliability.

Contrasting to formal education. I feel sometimes that formal education cab be vilified in the literature as being void of intentional learning.

That just isn't true. Many students have complex reasons for wanting to succeed or not in school.

So more future looking. What do we have to develop?

point away. This fits well with efforts in Mozilla Learning to try and develop friction free assessment.

This is a very interesting methodology to add to the traditional literature review.

and this basically sums up what makes assessment of informal learning so difficult.

I like this idea of repurposing resources as a way to reach open ended goal, though sometimes informal learning spaces are joined for goals unrelated to learning or for very specific ended outcomes

Key definition of how the paper defines informal learning.

We also have to define success before we can start to measure it.

I need to go and read this.

RK&A says doomed for failure if try to focus on too many communities at once. Choose one primary audience (probably the highest need), and build intended impact/programming/marketing/etc. around them.

this should apply to all types of exhibitions

RK&A types of eval: front-end evaluation (after concept-development but before design develops), formative evaluation (evaluating prototypes), remedial evaluation (post-installation/troubleshooting), summative evaluation (at end of everything)

Value of volunteers / peers as POC's in the space. Works for dedicated galleries/museums, but not so sure for libraries. Spatial differences - people not coming to library as a "destination." Possibly helping text/hands-on technology and automated feedback channels more useful for our case.

Challenging/less "popular" topics (i.e. math in this case) benefit from simpler exhibitions that still address the challenge, but make it interactive/entertaining

follow-up interviews to measure impact/changing perceptions over time

Tough reality.

A common thread with Gee in the Ant--Education Era, an open disdain for incompetence.