- Last 7 days
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docs.rangelandsgateway.org docs.rangelandsgateway.org
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The Conservation Effects Assessment (Mausbach and Dedrick 2004). Project (CEAP) is a unique, multiagency effort designed to quantify conservation effects and to determine how conservation practices can be most effectively designed and implemented to protect and enhance environmental quality (Duriancik et al. CeaP Goals The primary goal of CEAP is to strengthen the scientific foundation underpinning conservation programs to protect and enhance environmental Rangelands represent non-cultivated, non-forested land that is extensively managed with ecological principles. (Photo: David Briske) 2008). CEAP was jointly initiated in 2003 by the Natural Resources Conservation Service (NRCS) in partnership with the Agricultural Research Service (ARS) and the National Institute of Food and Agriculture (NIFA) in response to requests from Congress and the Office of Management and Budget for greater accountability to US taxpayers following a near doubling of US Department of Agriculture (USDA) conservation program funding in the 2002 Farm Bill. These funds are allocated to multiple conservation practices through several USDA-sponsored conservation programs, including the Environmental Quality Incentives Program, Wetlands Reserve Program, Wildlife Habitat Incentives Program, Conservation Reserve Program, and NRCS Conservation Technical Assistance Program. This funding increase was concomitant with substantial modifications to
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www.teachersgoinggradeless.com www.teachersgoinggradeless.com
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These used to be part of a reward system
"Rewards" are extrinsic motivators - like the carrot and the stick. Make every session an Awesome Gym Day and let Ss reward themselves by achieving goals they set for themselves. Give them some autonomy and be patient with those who just want to play. They need time.
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fun, fairness, and challenge
Fun, fairness, and challenge could inform the development of three standards with students that could be used to structure their PE sessions. Ask them how do you measure fun? How do you measure fairness: How do you measrue challenge? If they participate in the development of standards, they will be more interested in using them as a guide to improvement - have more fun, play more fairly, ramp up the challenge.
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My students do not arrive in the gym thinking about how their performance will be evaluated.
If they are focused on improving something - like catching - then they should come with the intention of working on that. PE class is not recess. They should have fun, but if they are not focused on anything other than having fun, then they will not be able to improve in any substantive way and it will be impossible to provide any coaching that might lead to that.
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They will demonstrate the art of the catch. Their art of the catch.
Similar problems in language and writing instruction. Ss want to show off their skills and to experiment and do things their own way. That is fine - accomplished writers do this all the time Shakespeare made up hundreds of words. We are not all Shakespeare though - we can make up words in specific contexts, but in writing instruction, the goal is to master common forms and structures before moving on to display personal creativity, yet, even within common forms, there is room for personal creativity. When assessing in this way, it is important to focus on the standards and what those mean in terms of performance - otherwise, be become bogged down and unable to provide clear, consistent, and actional feedback that can lead to improvement in performance.
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there are thousands of pieces that I miss
All performances are complex, and when coaching, it is impossible to attend to every minute detail. Formative assessment - active coaching - is individualized feedback to improve overall performance. Evaluating that performance, is to focus on the performance as a whole.
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“performance'' because I teach physical education
I think a performance focus in important in a lot of fields because, ultimately, education is about what folks are able to do. Knowledge of things is not useful until it is applied to some problem or task. A performance focus could improve assessment across the board and shift teachers away from merely testing "content".
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address both the process of learning as well as the performance or outcome
Assessment of process is commonly formative; while assessment of performance outcome is often summative, though formative assessments do look at performance outcomes too - from the perspective of informing improvement.
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what useful things I could say about assessment that wouldn’t expose me as a fraud
Imposter syndrom is common as people move into more specialized fields. It's common to hear about it from PhD candidates and from PhDs.
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- Jan 2022
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library.scholarcy.com library.scholarcy.com
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Second, although we investigated the effects of formative feedback on students’ metacognitive skills when using feedback strategies with polling systems, we are not able to answer the question how feedback strategies affect student learning. Future research studies should provide understanding which mechanisms behind feedback strategies are responsible for affecting metacognition and must teachers get insight to design effective formative assessments to promote deeper learning.
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www.theguardian.com www.theguardian.com
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Davis, N., & correspondent, N. D. S. (2021, December 31). What do we know about the Omicron Covid variant so far? The Guardian. https://www.theguardian.com/world/2021/dec/31/what-do-we-know-about-the-omicron-covid-variant-so-far
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- Dec 2021
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dogtrax.edublogs.org dogtrax.edublogs.org
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you know, I liked the results very much
That feeling of self satisfaction is a happy end per se. I think it is a characteristic of rewilding if you are looking to assess that.
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www.youtube.com www.youtube.com
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Evaluating poetry by heritage
- I have a vision to blend thirukkural words into my writings
- https://youtu.be/zxZOgz1IjTU?t=424
- http://kanichaaru.blogspot.com/2014/10/blog-post_99.html
- http://www.tamilvu.org/slet/l4330/l4330pd1.jsp?bookid=271&pno=32
தண்ணீரும் காவிரியே தார்வேந்தன் சோழனே மண்ணாவ துஞ்சோழ மண்டலமே - பெண்ணாவாள் அம்பொற் சிலம்பி யரவிந்தத் தாளணியுஞ் செம்பொற் சிலம்பே சிலம்பு.
பொருள் :-
வற்றாதது காவிரி ஆறு. சோழமன்னனே மன்னருள் சிறந்தோன். சோழநாடே நிலவளம் மிகுந்தது. அம்பர் என்னும் கிராமத்தில் வாழும் சிலம்பியே பெண் என்று சொல்லத்தக்கவள் ஆவாள்.
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twitter.com twitter.com
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ReconfigBehSci. (2021, December 23). Risk of hospital stay 40% lower with Omicron than Delta, UK data suggests https://t.co/VupN8hY4qq [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1473916654421643266
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www.theguardian.com www.theguardian.com
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Boffey, D. (2021, December 15). Omicron likely to accelerate death toll in Europe, says health agency. The Guardian. https://www.theguardian.com/world/2021/dec/15/omicron-covid-likely-accelerate-death-rate-europe-eu-health-agency
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- is:news
- death toll
- EU
- delta
- Europe
- severity
- protection
- prevention
- South Africa
- mask wearing
- VOC
- transmissibility
- COVID-19
- scientific advice
- Omicron
- government
- Christmas
- hospitalization
- forecasting
- modeling
- variant
- mortality
- restrictions
- lang:en
- risk assessment
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theguardian.com/world/2021/dec/15/omicron-covid-likely-accelerate-death-rate-europe-eu-health-agency -
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profhurley.medium.com profhurley.medium.com
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Once we introduce evaluation into our learning spaces, we change the way we interact with student work.
Evaluation is not the same as feedback. Evaluation is almost always directed at unsolicited advice. Feedback may praise or criticize, but usually seeks value in something.
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twitter.com twitter.com
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ReconfigBehSci. (2021, December 8). RT @kallmemeg: NEW: @UKHSA Mini Omicron Update Omicron VOC-21NOV-01 (B.1.1.529) update on cases, S gene target failure and risk assessment… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1468673329494216726
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twitter.com twitter.com
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Theo Sanderson. (2021, December 8). SGTF Regional data to Dec 6 from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1039470/Omicron_SGTF_case_update.pdf (Last data point would be expected to be incomplete based on the dates and so to slightly understate growth. And also will already have moved substantially from the midpoint of that last week on 3rd Dec.) https://t.co/1L6tM0sXIZ [Tweet]. @theosanderson. https://twitter.com/theosanderson/status/1468648673668128775
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www.thelancet.com www.thelancet.com
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Schlagenhauf, P., & Deuel, J. (2021). Concerts and COVID: Can the beat go on? The Lancet Infectious Diseases, 0(0). https://doi.org/10.1016/S1473-3099(21)00721-0
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- Nov 2021
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twitter.com twitter.com
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Meaghan Kall. (2021, November 26). B.1.1.529 in the UK • Designated a Variant Under Investigation (VUI) VUI-21NOV-01 • No cases in the UK 🇬🇧 to date • Enhanced case finding & rapid assessment is underway https://t.co/0DGvlgvdPR [Tweet]. @kallmemeg. https://twitter.com/kallmemeg/status/1464210457795907588
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www.insidehighered.com www.insidehighered.com
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assessments and academic integrity
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uizzes and assignments at theend of each section to track their performance
quizzes and assignments at the end of each section to track their performance
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www.tandfonline.com www.tandfonline.com
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discussions, assessment, sharing and interaction
discussions, assessment, sharing and interaction
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psyarxiv.com psyarxiv.com
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Zubek, J., Ziembowicz, K., Pokropski, M., Gwiaździński, P., Denkiewicz, M., & Boros, A. (2021). Rhythms of the day: How electronic media and daily routines influence mood during COVID-19 pandemic. PsyArXiv. https://doi.org/10.31234/osf.io/czg27
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drive.google.com drive.google.com
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assessment,
- Tracking and assessment of students’ progress and assessment during the pandemic online education.
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assessment
- Tracking and assessment of students’ progress and assessment during the pandemic online education
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- Oct 2021
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www.science.org www.science.org
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Pagel, C., & Yates, C. A. (2021). Tackling the pandemic with (biased) data. Science, 374(6566), 403–404. https://doi.org/10.1126/science.abi6602
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www.propublica.org www.propublica.org
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Marco, M. A., Meg. (n.d.). How Your Brain Tricks You Into Taking Risks During the Pandemic. ProPublica. Retrieved September 2, 2021, from https://www.propublica.org/article/how-your-brain-tricks-you-into-taking-risks-during-the-pandemic?token=l24Nh-wDyBgy53bhcy5jGvQh1IDRcxzE
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rethinkingschools.org rethinkingschools.org
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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.
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negative impacts of the use of standardized assessments
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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.
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- Sep 2021
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blogs.bmj.com blogs.bmj.com
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People’s Covid Inquiry: Impact of covid on frontline staff and key workers—The BMJ. (n.d.). Retrieved September 1, 2021, from https://blogs.bmj.com/bmj/2021/08/27/peoples-covid-inquiry-impact-of-covid-on-frontline-staff-and-key-workers/?utm_campaign=shareaholic&utm_medium=twitter&utm_source=socialnetwork
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- safety
- frontline staff
- risk
- wellbeing
- public transport
- mental health
- London underground
- protection
- transmission
- UK
- People's Covid Inquiry
- COVID-19
- work exposure
- lang:en
- NHS
- response
- key worker
- government
- PPE
- travel
- hospitalization
- resources
- ventilation
- face mask
- inequality
- is:blog
- risk assessment
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- Aug 2021
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psyarxiv.com psyarxiv.com
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Jørgensen, Frederik Juhl, Alexander Bor, and Michael Bang Petersen. ‘How the Development, Features and Roll-Out of a SARS-COV-2 Vaccine Shape Public Acceptance: A Conjoint Experiment in a Large Representative Sample of Danes’. PsyArXiv, 28 June 2021. https://doi.org/10.31234/osf.io/4y8ap.
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www.nature.com www.nature.com
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Petherick, Anna, Rafael Goldszmidt, Eduardo B. Andrade, Rodrigo Furst, Thomas Hale, Annalena Pott, and Andrew Wood. “A Worldwide Assessment of Changes in Adherence to COVID-19 Protective Behaviours and Hypothesized Pandemic Fatigue.” Nature Human Behaviour, August 3, 2021, 1–16. https://doi.org/10.1038/s41562-021-01181-x.
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- Jul 2021
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www.cdc.gov www.cdc.gov
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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
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- Jun 2021
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www.economist.com www.economist.com
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See how age and illnesses change the risk of dying from covid-19 | The Economist. (n.d.). Retrieved June 29, 2021, from https://www.economist.com/graphic-detail/covid-pandemic-mortality-risk-estimator
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pushpullfork.com pushpullfork.com
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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.
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psyarxiv.com psyarxiv.com
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Teague, S., Shatte, A. B. R., Fuller-Tyszkiewicz, M., & Hutchinson, D. M. (2021). Social media monitoring of mental health during disasters: A scoping review of methods and applications. PsyArXiv. https://doi.org/10.31234/osf.io/ykz2n
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www.newscientist.com www.newscientist.com
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Liverpool, M. L. P., Clare Wilson, Jessica Hamzelou, Sam Wong, Graham Lawton, Adam Vaughan, Conrad Quilty-Harper and Layal. (n.d.). Covid-19 news: Delta variant now causing 91 per cent of UK cases. New Scientist. Retrieved 11 June 2021, from https://www.newscientist.com/article/2237475-covid-19-news-delta-variant-now-causing-91-per-cent-of-uk-cases/
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- May 2021
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www.learningoutcomesassessment.org www.learningoutcomesassessment.org
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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.
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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.
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psyarxiv.com psyarxiv.com
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Masuyama, A., Shinkawa, H., & kubo, takahiro. (2020). Development and validation of the Japanese version Fear of COVID-19 Scale among adolescents. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jkmut
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www.ft.com www.ft.com
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Gross, A., & Cameron-Chileshe, J. (2020, October 4). Less than half UK population to receive coronavirus vaccine, says task force head | Free to read. https://www.ft.com/content/d2e00128-7889-4d5d-84a3-43e51355a751
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- Apr 2021
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Lodder, Gerine M. A., Sjoerd van Halem, Anne Bülow, M. A. van Scheppingen, Joshua Weller, and Anne K. Reitz. ‘Daily Fluctuations in Occupation with and Worry about COVID-19’. PsyArXiv, 14 April 2021. https://doi.org/10.31234/osf.io/nf3ja.
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news.elearninginside.com news.elearninginside.com
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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.
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psyarxiv.com psyarxiv.com
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Gusman, M. S., Grimm, K. J., Cohen, A. B., & Doane, L. D. (2021). Stress and Sleep Across the Onset of the COVID-19 Pandemic: Impact of Distance Learning on U.S. College Students’ Health Trajectories. PsyArXiv. https://doi.org/10.31234/osf.io/m5zv9
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- Mar 2021
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advances.sciencemag.org advances.sciencemag.org
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Hong, I., Frank, M. R., Rahwan, I., Jung, W.-S., & Youn, H. (2020). The universal pathway to innovative urban economies. Science Advances, 6(34), eaba4934. https://doi.org/10.1126/sciadv.aba4934
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pharmaphorum.com pharmaphorum.com
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EU probes low platelet safety signal with COVID-19 shots -. (n.d.). Retrieved March 17, 2021, from https://pharmaphorum.com/news/eu-experts-call-for-allergic-reaction-safety-update-on-astrazeneca-covid-shot/
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www.42quebec.com www.42quebec.com
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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.
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- Feb 2021
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www.nature.com www.nature.com
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Chande, A., Lee, S., Harris, M., Nguyen, Q., Beckett, S. J., Hilley, T., Andris, C., & Weitz, J. S. (2020). Real-time, interactive website for US-county-level COVID-19 event risk assessment. Nature Human Behaviour, 4(12), 1313–1319. https://doi.org/10.1038/s41562-020-01000-9
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netquiz.ccdmd.qc.ca netquiz.ccdmd.qc.ca
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Déontologie et comportements non discriminatoires en Soins infirmiersLa déontologie – Questionnaire 2.1
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- Jan 2021
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Ibrahim, F. A., & Dykeman, C. (2020, October 23). Counseling Muslim Americans: Cultural and Spiritual Assessments. https://doi.org/10.1002/j.1556-6676.2011.tb02835.x
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psyarxiv.com psyarxiv.com
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Webb, S. S., Kontou, E., & Demeyere, N. (2020). Investigating the Impacts of COVID-19 Pandemic on Assessment of Cognition: A Web-based Questionnaire Study. PsyArXiv. https://doi.org/10.31234/osf.io/zx6va
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troynikov.io troynikov.io
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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.
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- Dec 2020
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Local file Local file
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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.
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- Nov 2020
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www.learningoutcomesassessment.org www.learningoutcomesassessment.org
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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?
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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.
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- Oct 2020
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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.
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sp.lyellcollection.org sp.lyellcollection.org
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Cerase, A. (2020). From “good” intuitions to principled practices and beyond: Ethical issues in risk communication. Geological Society, London, Special Publications, 508. https://doi.org/10.1144/SP508-2020-104
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alama.org.uk alama.org.uk
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Covid-19 Medical Risk Assessment – Alama. (n.d.). Retrieved October 2, 2020, from https://alama.org.uk/covid-19-medical-risk-assessment/
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- Sep 2020
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www.youtube.com www.youtube.com
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Prof Fiona Fidler | Collaborative assessment for trustworthy science: The repliCATS project. (2020, July 27). https://www.youtube.com/watch?v=KhDKzEsPouI&feature=youtu.be
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www.youtube.com www.youtube.com
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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.
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science.sciencemag.org science.sciencemag.org
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Ruktanonchai, N. W., Floyd, J. R., Lai, S., Ruktanonchai, C. W., Sadilek, A., Rente-Lourenco, P., Ben, X., Carioli, A., Gwinn, J., Steele, J. E., Prosper, O., Schneider, A., Oplinger, A., Eastham, P., & Tatem, A. J. (2020). Assessing the impact of coordinated COVID-19 exit strategies across Europe. Science, 369(6510), 1465–1470. https://doi.org/10.1126/science.abc5096
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psyarxiv.com psyarxiv.com
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Medeiros, Priscila de, Ana Carolina Medeiros, Jade Pisssamiglio Cysne Coimbra, Lucas Emmanuel Teixeira, Carlos José Salgado, José Aparecido da Silva, Norberto Cysne Coimbra, and Renato Leonardo de Freitas. ‘PHYSICAL, EMOTIONAL, AND SOCIAL PAIN DURING COVID-19 PANDEMIC-RELATED SOCIAL ISOLATION’. Preprint. PsyArXiv, 20 September 2020. https://doi.org/10.31234/osf.io/uvh7s.
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www.sciencedirect.com www.sciencedirect.com
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Gignac, G. E., & Zajenkowski, M. (2020). The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data. Intelligence, 80, 101449. https://doi.org/10.1016/j.intell.2020.101449
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www.youtube.com www.youtube.com
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EWB Hub x GRiPS Student Workshop—Introduction to Experience Sampling Methods. (2020, June 29). https://www.youtube.com/watch?v=RcEfuSkiR8I
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- Aug 2020
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osf.io osf.io
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Pickup, M., Stecula, D., & van der Linden, C. (2020). Novel coronavirus, old partisanship: COVID-19 attitudes and behaviors in the United States and Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/5gy3d
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Manski, C. F. (2020). Bounding the Predictive Values of COVID-19 Antibody Tests (Working Paper No. 27226; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27226
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podcasts.apple.com podcasts.apple.com
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Deep Background with Noah Feldman: How to Have a Life in the Pandemic on Apple Podcasts. (n.d.). Apple Podcasts. Retrieved August 12, 2020, from https://podcasts.apple.com/gb/podcast/how-to-have-a-life-in-the-pandemic/id1460055316?i=1000478585036
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Mitchell, O. S. (2020). Building Better Retirement Systems in the Wake of the Global Pandemic (Working Paper No. 27261; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27261
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Collins, G. S., & Wilkinson, J. (n.d.). Statistical issues in the development a COVID-19 prediction models. Journal of Medical Virology, n/a(n/a). https://doi.org/10.1002/jmv.26390
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www.fastcompany.com www.fastcompany.com
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Taraborelli, D., Taraborelli, D., & Taraborelli, D. (2020, August 5). How the COVID-19 crisis has prompted a revolution in scientific publishing. Fast Company. https://www.fastcompany.com/90537072/how-the-covid-19-crisis-has-prompted-a-revolution-in-scientific-publishing
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www.youtube.com www.youtube.com
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Understanding Risk with Professor Sir David Spiegelhalter | Pager Podcast. (2020, March 24). https://www.youtube.com/watch?v=nLl9HEz5vng&feature=youtu.be
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covid-19.iza.org covid-19.iza.org
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Designing Reopening Strategies in the Aftermath of COVID-19 Lockdowns: Some Principles with an Application to Denmark. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/pp158/
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- Jul 2020
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www.youtube.com www.youtube.com
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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
- Challenging
- Results in a performance or product
- Encourages real-world applications
- Self-evaluation
- Collaborate, discuss, and receive feedback on work
Rubric
I hear and I forget, I see and I remember, I do and I understand
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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!
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osf.io osf.io
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Rice, W. L., Mateer, T., Taff, B. D., Lawhon, B., Reigner, N., & Newman, P. (2020). The COVID-19 pandemic continues to change the way people recreate outdoors: A second preliminary report on a national survey of outdoor enthusiasts amid the COVID-19 pandemic. https://doi.org/10.31235/osf.io/dghba
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Pulido, Edgar Guillermo. ‘Validation to Spanish Version of the COVID-19 Stress Scale’. Preprint. PsyArXiv, 17 July 2020. https://doi.org/10.31234/osf.io/rcqx3.
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www.teenvogue.com www.teenvogue.com
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Bautista, N. (n.d.). What to Know Before Hanging With Friends This Summer. Teen Vogue. Retrieved July 19, 2020, from https://www.teenvogue.com/story/socializing-during-coronavirus-what-to-know
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www.hippasus.com www.hippasus.com
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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
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osf.io osf.io
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Bogliacino, F., codagnone, cristiano, Montealegre, F., Folkvord, F., Gómez, C. E., Charris, R. A., Liva, G., Villanueva, F. L., & Veltri, G. A. (2020). Negative shocks predict change in cognitive function and preferences: Assessing the negative affect and stress hypothesis in the context of the COVID-19 pandemic and the lockdown mitigation strategy [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qhkf9
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osf.io osf.io
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Hossain, M. M., McKyer, E. L. J., & Ma, P. (2020). Applications of artificial intelligence technologies on mental health research during COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/w6c9b
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www.nature.com www.nature.com
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Block, P., Hoffman, M., Raabe, I. J., Dowd, J. B., Rahal, C., Kashyap, R., & Mills, M. C. (2020). Social network-based distancing strategies to flatten the COVID-19 curve in a post-lockdown world. Nature Human Behaviour, 4(6), 588–596. https://doi.org/10.1038/s41562-020-0898-6
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www.ox.ac.uk www.ox.ac.uk
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Oxford leads development of risk prediction model for more tailored COVID-19 shielding advice | University of Oxford. (n.d.). Retrieved 23 June 2020, from http://www.ox.ac.uk/news/2020-06-22-oxford-leads-development-risk-prediction-model-more-tailored-covid-19-shielding
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Coggon, D., Croft, P., Cullinan, P., & Williams, A. (2020). ASSESSMENT OF WORKERS PERSONAL VULNERABILITY TO COVID-19 USING COVID-AGE. MedRxiv, 2020.05.21.20108969. https://doi.org/10.1101/2020.05.21.20108969
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researchrepository.ucd.ie researchrepository.ucd.ie
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Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
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www.sciencedirect.com www.sciencedirect.com
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Fontana, M., Iori, M., Montobbio, F., & Sinatra, R. (2020). New and atypical combinations: An assessment of novelty and interdisciplinarity. Research Policy, 49(7), 104063. https://doi.org/10.1016/j.respol.2020.104063
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psyarxiv.com psyarxiv.com
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Brose, A., Blanke, E. S., Schmiedek, F., Kramer, A. C., Schmidt, A., & Neubauer, A. B. (2020). Change in Mental Health Symptoms During the COVID-19 Pandemic: The Role of Appraisals and Daily Life Experiences [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8cgfh
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- Jun 2020
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twitter.com twitter.com
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Independent SAGE. (2020, June 21). "NEW: Independent SAGE has evaluated the scientific evidence on social distancing & concludes it is not safe to reduce it from 2m to 1m indoors as government proposes". Twitter. https://twitter.com/IndependentSage/status/1274729064272670721
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psyarxiv.com psyarxiv.com
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Huckins, J. F., dasilva, a., wang, w., Hedlund, E. L., Rogers, C., Nepal, S. K., … Campbell, A. T. (2020, May 4). Mental Health and Behavior During the Early Phases of the COVID-19 Pandemic: A Longitudinal Mobile Smartphone and Ecological Momentary Assessment Study in College Students. https://doi.org/10.31234/osf.io/4enzm
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psyarxiv.com psyarxiv.com
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Atoui, S., Chevance, G., Romain, A. J., Kingsbury, C., Lachance, J., & Bernard, P. (2020, June 17). Daily associations between sleep and physical activity: A systematic review and meta-analysis. https://doi.org/10.31234/osf.io/ezusb
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psyarxiv.com psyarxiv.com
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Schmidt, A., Brose, A., Kramer, A., Schmiedek, F., Witthöft, M., & Neubauer, A. (2020). Cyclical Across-Day Dynamics of Corona-Related Media Exposure and Worries in People’s Everyday Lives During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/rea57
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www.dkv.global www.dkv.global
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COVID-19 Regional Safety Assessment | DKG. (n.d.). DKV. Retrieved June 17, 2020, from https://www.dkv.global/covid-safety-assessment-200-regions
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www.newscientist.com www.newscientist.com
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Wilson, C. (2020, June 15). The Lancet’s Richard Horton calls for international pandemic inquiry. New Scientist. https://www.newscientist.com/article/2245978-the-lancets-richard-horton-calls-for-international-pandemic-inquiry/
Tags
- is:webpage
- hindsight
- Richard Horton
- lockdown
- UK
- pandemic inquiry
- China
- COVID-19
- lang:en
- response
- international
- WHO
- USA
- The Lancet
- interview
- risk assessment
Annotators
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www.ft.com www.ft.com
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Ahuja, A. (2020, June 16). The two-metre rule and other imperfect Covid-19 risk calculations | Free to read. https://www.ft.com/content/30adbfa1-178f-47e2-97a8-bd41ca590999
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science.sciencemag.org science.sciencemag.org
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Htun, M. (2020). Tenure and promotion after the pandemic. Science, 368(6495), 1075–1075. https://doi.org/10.1126/science.abc7469
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www.r-bloggers.com www.r-bloggers.com
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Dablander, F. (2020, June 11). Interactive exploration of COVID-19 exit strategies. R-Bloggers. https://www.r-bloggers.com/interactive-exploration-of-covid-19-exit-strategies/
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Khamsi, R. (2020, March 14). They Say Coronavirus Isn’t Airborne—But It’s Definitely Borne by Air. Wired. https://www.wired.com/story/they-say-coronavirus-isnt-airborne-but-its-definitely-borne-by-air/
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psyarxiv.com psyarxiv.com
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Papini, S., Dainer-Best, J., Rubin, M., Zaizar, E. D., Telch, M. J., & Smits, J. A. J. (2020). Psychological Networks can Identify Potential Pathways to Specific Intervention Targets for Anxiety in Response to Coronavirus Disease 2019 (COVID-19) [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4zr25
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www.thelancet.com www.thelancet.com
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Durrheim, D. N., Gostin, L. O., & Moodley, K. (2020). When does a major outbreak become a Public Health Emergency of International Concern? The Lancet Infectious Diseases, S1473309920304011. https://doi.org/10.1016/S1473-3099(20)30401-1
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philsci-archive.pitt.edu philsci-archive.pitt.edu
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Boon, Mieke. ‘The Role of Disciplinary Perspectives in an Epistemology of Scientific Models’. Preprint, June 2020. http://philsci-archive.pitt.edu/17272/?utm_source=dlvr.it&utm_medium=twitter.
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www.theguardian.com www.theguardian.com
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McKie, R., Editor, S., Helm, and T., & Editor, P. (2020, May 17). Scientists divided over coronavirus risk to children if schools reopen. The Observer. https://www.theguardian.com/world/2020/may/17/scientists-divided-over-coronavirus-risk-to-children-if-schools-reopen
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www.bbc.com www.bbc.com
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Schools “safe” to reopen, Michael Gove insists. (2020, May 17). BBC News. https://www.bbc.com/news/education-52697488
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