243 Matching Annotations
  1. Oct 2021
    1. It is also important to recognize that high-stakes tests are not race-neutral tools capable of promoting racial equality. At their origins more than 100 years ago, standardized tests were used as weapons against communities of color, immigrants, and the poor. Because they were presumed to be objective, test results were used to “prove” that whites, the rich, and the U.S.-born were biologically more intelligent than non-whites, the poor, and immigrants. In turn, the tests provided backing to early concepts of aptitude and IQ, which were then used to justify the race, class, and cultural inequalities of the time.
    1. negative impacts of the use of standardized assessments
    2. Our present-day assessment instruments used by states to measure student achievement are almost invariably developed to measure student content knowledge on a unidimensional scale—a lasting byproduct of the early efforts to order people on an intelligence scale.
  2. Sep 2021
  3. Aug 2021
  4. Jul 2021
    1. Gargano, J. W., Wallace, M., Hadler, S. C., Langley, G., Su, J. R., Oster, M. E., Broder, K. R., Gee, J., Weintraub, E., Shimabukuro, T., Scobie, H. M., Moulia, D., Markowitz, L. E., Wharton, M., McNally, V. V., Romero, J. R., Talbot, H. K., Lee, G. M., Daley, M. F., & Oliver, S. E. (2021). Use of mRNA COVID-19 Vaccine After Reports of Myocarditis Among Vaccine Recipients: Update from the Advisory Committee on Immunization Practices — United States, June 2021. MMWR. Morbidity and Mortality Weekly Report, 70(27), 977–982. https://doi.org/10.15585/mmwr.mm7027e2

  5. Jun 2021
    1. Unless their self-assessments have power—either to shape future learning activities, or to change the gradebook—they will not be true self-assessments.

      I want to disagree with this and argue that we should be crafting lessons which allow students to understand the different forms of power which are in play in self-assessment and assessment by others. I appreciate, though, that grades may have too many advantages for that lesson to really take within the context of a course.

  6. May 2021
    1. She reminded us of the challenging but extremely important truth that there are some things as instructors and even administrators that are absolutely within our control when it comes to improving equity

      I feel like many of us can relate to this! Equity is uncomfortable, it can be silencing. This reminds me of some Brene Brown (https://debbiedonsky.com/embracing-discomfort-in-equity-work-lessons-from-brene-brown-on-shame-triggers-from-an-anti-oppression-lens/) writings on diving into equitable work. Anti-oppression work requires people to feel deeply and sometimes uncomfortable - as long as they are learning from that discomfort.

    2. We need to first understand how systems of power and oppression influence how students experience college, engage with the learning process, and build knowledge before we can understand how to better assess their learning.

      Power and oppression exist in our interactions with students everyday in our instructor/student relationship. This is one of the many reasons I try to be aware and reflection on my privilege everyday in lessons, marking and conversations. Reflection on power and oppression is ongoing and we need to be mindful of this in our leadership positions.

  7. Apr 2021
    1. This article is ostensibly a response to the use of proctoring software in higher education.

      But in order to do that properly the author has also delved into learning and assessment.

      It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.

  8. Mar 2021
    1. Est-ce que je peux être dispensé de la Piscine, puisque je l’ai déjà fait dans un autre campus de 42? Malheureusement, il n’est pas possible de transférer votre dossier vers 42 Québec et d’être dispensé de l’étape de la Piscine. Il faut la refaire à Québec.
  9. Feb 2021
  10. Jan 2021
    1. In fact, such small effectively closed scientific communities built on interpersonal relationships already exist to some extent

      so the weights in the reputation graph are personal knowledge, not citations or whatever.

  11. Dec 2020
    1. Therefore, it could be argued that belief regarding the usefulness of technologies could lead to change and ultimately the actual use of digital technologies in teaching and learning.

      This goes both ways. A teacher who believes that their job is to control access to specialised information, and to control assessment may use technology to close down learning opportunities (e.g. by banning the use of Wikipedia, YouTube, etc.) and even insisting on the installation of surveillance (proctoring) software on students' personal computers.

      Again, you can argue that technology in itself doesn't make the difference.

  12. Nov 2020
    1. The study found positive impact on student achievement and on the learning experience,

      This seems important: assessment is (ideally) a medium through which learners receive feedback on what they know and are able to do. What if assessment is also a (conscious) feedback loop on the learning experience itself AND perhaps even a source of positive impact regarding the learning experience?

    2. Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong

      When we privilege certain types of assessment, we necessarily exclude others, and this will often have result of privileging and excluding certain assessment takers.

  13. Oct 2020
    1. proctored, multiple-choice tests are necessary to prepare students to take other multiple-choice assessments they may encounter in the course of their education

      Important point. We design not only courses, but programs, and they relate to experiences after the program.

  14. Sep 2020
    1. students basically just stopped doing the reading

      In addition, there are also some interesting strategies for getting students to do the reading. See Reading Engagement Strategies, for example.

  15. Aug 2020
  16. Jul 2020
    1. Keeping Assessment Relevant and "Authentic"

      Never answer questions, why are we learning this?

      Real world applications built into learning targets

      Grades based on performance versus memorization of formulas and facts

      Authentic Assessment: measures student learning according to the application of skills during the performance of a real-world task

      Reenacting historical acts

      Let students demonstrate knowledge by doing

      1. Challenging
      2. Results in a performance or product
      3. Encourages real-world applications
      4. Self-evaluation
      5. Collaborate, discuss, and receive feedback on work

      Rubric

      I hear and I forget, I see and I remember, I do and I understand

    2. Keeping Assessment Relevant and "Authentic"

      Authentic Assessment: designed to hit skills and needs of population Why did we get to the right answer; what was the process? What were the steps? What are common mistakes? Take mistake and throw it back into class a few days later Give incorrect answers and have them break down the thought process Connect to real life; hands-on, experiential learning Side coaching as assessment Anticipate problems Make tasks authentic to real world tasks Process v. product Use assessment as a teaching tool!

    1. Defining Formative Assessment

      Yes! Formative assessment should not just be for grade's sake, but as an actual way to gauge student understanding and then to assess the next steps to take to get students to where you want them to be

  17. Jun 2020
  18. May 2020
  19. Apr 2020