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Local file Local file
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Current Assessment of SDL
Assessment stage of paper
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- Nov 2019
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www.wildnoodle.com www.wildnoodle.com
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Get Quality Assessment Tool for Quantitative Studies
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www.wildnoodle.com www.wildnoodle.com
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Online Coding Challenges for Better Programming Skills
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www.wildnoodle.com www.wildnoodle.com
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Evaluate Talent with Employee Assessment Tools
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www.wildnoodle.com www.wildnoodle.com
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Validate Candidate’s Skills with Coding Assessment Test
Test coding skills of candidates using Wild Noodle's online coding assessment tests. Their automated online coding challenges to assess developers' programming skills and also have an extensive pool of role based programming and objective questions. Contact now!
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elearningindustry.com elearningindustry.com
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Author Mary Burns discusses the key elements of computer adaptive testing (CAT). CAT is defined as assessments that use algorithms to progressively adjust test difficulty based upon learner's correct or incorrect responses. The benefits of CAT include more immediate data and are often more reliable. Types of test items are also covered to illustrate how the test can meet various levels of cognition and measure expertise. An issue related to CAT is the intensive time needed to develop multiple test items at multiple levels of cognition. Rating: 8/10
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tech.ed.gov tech.ed.gov
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The Office of Educational Technology website that is featured on Section 4: Measuring of Learning, discusses pedagogical implications of assessment shifts and how technology is part of enhancing assessment. The site places emphasis on using assessment as a real-time measurement of learning for real-life skills. The infographic that displays traditional models of assessment next to next-generation assessments is a quick reference for shifting ideology and practices. Ultimately, increased personalized learning serves the learner more efficiently and promotes increased achievement and mastery. Rating: 8/10
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- Oct 2019
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www.mitpressjournals.org www.mitpressjournals.org
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Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.
Carl Wieman paper on evidence based learning implementation in the disciplines
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- Sep 2019
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www.learningscientists.org www.learningscientists.org
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Explaining requires you to organize and elaborate on the ideas that you are trying to convey to your audience. Depending on your audience, you will have to provide more details and, thereby, engage in deeper processing of the information. On the other hand, if you are asked to simply retrieve ideas from a text, you may be less likely to engage in elaborate structuring or re-organization of the material – at least not to the same extent as preparing an explanation to someone else.
benefits of activities requiring students to explain a concept to peers vs. memory recall activities like quizzes
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dl.acm.org dl.acm.org
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The "doer effect" is an association between the number of online interactive practice activities students' do and their learning outcomes that is not only statistically reliable but has much higher positive effects than other learning resources, such as watching videos or reading text.
"doer effect" - interactive practice activities have greater learning benefits that watching videos or reading
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www.tandfonline.com www.tandfonline.com
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Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process.
This paper provides a counter argument to minimally guided instruction approaches.
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- Aug 2019
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hybridpedagogy.org hybridpedagogy.org
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a syllabus can’t mandate a particular emotional experience
And yet, machines are being invented and put in to use that attempt to measure student emotion and attention to inform assessment...
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Could you imagine grading students on anger as an “outcome”?
I'm imagining a course where the only way to earn an "A" would be to become totally outraged by its end.
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“It is likely that the authoritarian syllabus is just the visible symptom of a deeper underlying problem, the breakdown of trust in the student-teacher relationship.”
Yes: aligned with the mentality that students are cheating on exams, plagiarizing works, and inventing excuses for late work. In all these cases, there are things teachers can do to restructure the educational experience and stop casting blame for the inadequacies of machine graded assessments, disposable assignments, and even date-based grading.
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www.edutopia.org www.edutopia.org
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Doing this too often, however, steals valuable time away from the teacher that may reduce the quality of instruction for all the other students.
The teacher's mental and physical health is important, yes. But arguing that allowing retakes is a detriment to your own health, even though it is a benefit to the student, is a hard sell.
Case in point: my wife's family weathered two deaths in the same week. I left school on bereavement for one and had to extend my absence in the wake of the second death. We were in the middle of budgeting and my requests were not finalized.
My principal could certainly have disallowed an extension because I wasn't "proactive" and didn't have it done before the due date. Instead, I was given grace and I was able to submit a better report and request because of it.
Grace goes a long way.
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However, every minute writing and grading retakes or grading long-overdue work is a minute that I’m not planning effective and creative instruction, grading current work so students receive timely feedback, or communicating with parents.
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.
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Under retake policies, parents at my school have expressed concerns about how overwhelmed their children become due to being caught in a vicious cycle of retakes.
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.
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Retakes and soft deadlines allow students to procrastinate
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.
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They spend hours a day on video games and social media
Or:
- working
- taking care of siblings
- taking care of other relatives
- trying to find something to eat
- ...
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In math classes, where concepts constantly build on one another, traditional policies hold students to schedules that keep them learning with the class.
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.
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One of his research studies showed that college students who were held to firm deadlines performed better, in general, than students who chose their own deadlines or turned in all work at the end of the semester.
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.
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In my experience, however, the more lenient we are in these matters, the less students learn. The traditional policies—giving each assessment only once, penalizing late work, and giving zeros in some situations—help most students maximize their learning and improve their time management skills, preparing them for success in college and career.
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.
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- Jul 2019
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eds.b.ebscohost.com eds.b.ebscohost.com
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A variety of educational taxonomies have been adopted by districts and states nationwide. Examples of widely used taxonomies include but are not limited to Bloom’s Taxonomy of Educational Objectives;23 [ 23] Bloom’s revised Taxonomy for Learning, Teaching, and Assessing;24 [ 24] Marzano and Kendell’s New Taxonomy of Educational Objectives;25 [ 25] and Webb’s Depth of Knowledge Levels.26 [ 26] Using educational taxonomies to facilitate the development and guide the organization of learning objectives can improve content appropriateness, assessment effectiveness, and efficiency in learning and teaching.
Bloom's Taxonomy
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How you track student progress can make a difference in their learning and your teaching.
I will have to develop my own assessment strategies - formative and summative.
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eds.b.ebscohost.com eds.b.ebscohost.com
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Performance assessment does not have to be a time-consuming ordeal; it is a great way to assess our students' skills. It is essential to create a rubric that is simple, quick, and objective. This article discusses the process of creating a rubric as well as showing a rubric used by the author in her general music classroom for several years. Differences between assessment and evaluation are also mentioned.
How to create a rubric for performance assessment?
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eds.a.ebscohost.com.nuncio.cofc.edu eds.a.ebscohost.com.nuncio.cofc.edu
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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.
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11% for music knowledge
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.
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attendance and attitude were the most common grading criteria employed by instrumental and choral music teachers.
Yes. I noticed that in schools.
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Some music teachers believe the creative or interpretive nature of music precludes assessment but then readily employ subjective methods of assessment, many of which "are determined haphazardly, ritualistically, and/or with disregard for available objective information" (Boyle & Radocy, 1987, p. 2).
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.
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delivery.acm.org delivery.acm.org
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In prior work, we found that different student choices oflearning methods (e.g., doing interactive activities, reading onlinetext, or watching online lecture videos) are associated withlearning outcomes [7]. More usage in general is associated withhigher outcomes, but especially for doing activities which has anestimated 6x greater impact on total quiz and final examperformance than reading or video watching.
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- Apr 2019
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training.cfsrportal.acf.hhs.gov training.cfsrportal.acf.hhs.gov
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Trauma-Informed Screening and Assessment Tools
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.
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- Mar 2019
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link.springer.com link.springer.com
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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
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cms.azed.gov cms.azed.gov
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4Vision: Preparing Learning Communities to succeed in College and Careers in a global society through technology.Vision and Goals
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!
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www.nap.edu www.nap.edu
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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.
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blogs.onlineeducation.touro.edu blogs.onlineeducation.touro.edu
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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
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wp0.vanderbilt.edu wp0.vanderbilt.edu
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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
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www.teachthought.com www.teachthought.com
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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
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www.k-state.edu www.k-state.edu
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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
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www.uc.edu www.uc.edu
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NOT READY TO LET GO: A STUDYOFRESISTANCETO GRADING CONTRACTS
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.
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- Nov 2018
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www.edutopia.org www.edutopia.org
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Students are entitled to a more educative and user-friendly assessment system. They deserve far more feedback -- and opportunities to use it -- as part of the local assessment process.
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?
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Our job is to teach to the standards, not the test.
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?
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Inside the Black Box: Raising Standards Through Classroom Assessment
Here's a link to the PDF of the report: https://pdfs.semanticscholar.org/15bc/cadd19dbeb64ee5f0edac90e5857e6d5ad66.pdf
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The point of assessment in education is to advance learning, not to merely audit absorption of facts.
How do we need to change language among teachers and students to change perception? What kinds of practical habits can we adopt?
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digitalcommons.macalester.edu digitalcommons.macalester.edu
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1Engaging Adults Learners with Technology
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.)
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- Jul 2018
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accountability.madison.k12.wi.us accountability.madison.k12.wi.us
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A Teacher’s Resource For A Comprehensive Assessment System
Contains a chart of strategies/types of assessment at the bottom of the document
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er.educause.edu er.educause.edu
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an institutional rather than a user focus
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.
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for many students owning their own domain and blog remains a better route to establishing a lifelong digital identity
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.
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www.ascd.org www.ascd.org
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Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.• Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.• Can apply by effectively using and adapting what they know in new and complex contexts.• Demonstrate perspective by seeing the big picture and recognizing differ-ent points of view.• Display empathy by perceiving sensitively and walking in someone else’s shoes.• Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflect-ing on the meaning of the learning and experience.
Awesome examples! kind of reminds me of Bloom's taxonomy concept
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www.npr.org www.npr.org
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"The idea is bananas, as far as I'm concerned," says Kelly Henderson, an English teacher at Newton South High School just outside Boston. "An art form, a form of expression being evaluated by an algorithm is patently ridiculous."
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- Feb 2018
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www.chronicle.com www.chronicle.com
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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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- Jan 2018
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app.safetyculture.io app.safetyculture.io
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There are no audits matching your search
There are no audits matching your search for Dispensary There are no audits matching your search for Cannabis There are no audits matching your search for Marijuana There are no audits matching your search for nutraceutical
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- Nov 2017
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www.gullonline.org www.gullonline.org
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The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.
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courses.openulmus.org courses.openulmus.org
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compare where their engagement levels stand against the rest of the class.
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self-regulating effect
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wrapping.marthaburtis.net wrapping.marthaburtis.net
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institutionally controlled assessment and collection of data
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At the very least, the tool should allow for robust formative assessment, and should be capable of giving timely, helpful feedback to learners.
The “at the very least” part makes it sound as though this were the easy part.
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- Oct 2017
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www.jessestommel.com www.jessestommel.com
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karencang.net karencang.net
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The distinction between assessment and surveillance seems really blurry to me.
on the fine line between assessment and surveillance
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www.hewlett.org www.hewlett.org
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key skills they then can apply to other situations beyond this specific course or assessment
Collaborative annotation as a way to assess skills rather than content mastery. Or in addition to.
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blog.blackboard.com blog.blackboard.com
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By giving student data to the students themselves, and encouraging active reflection on the relationship between behavior and outcomes, colleges and universities can encourage students to take active responsibility for their education in a way that not only affects their chances of academic success, but also cultivates the kind of mindset that will increase their chances of success in life and career after graduation.
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- Sep 2017
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postsecondary.gatesfoundation.org postsecondary.gatesfoundation.org
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on-track assessments to develop targeted interventions
Could annotation provide this type of assessment?
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www.facultyfocus.com www.facultyfocus.com
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we must routinely and explicitly give them structured practice opportunities to critically examine their own thinking.
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libraryassessment.org libraryassessment.org
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University-wide 33–39% of faculty said that fewer than half of their undergraduates meet their expectations
This could mean that students are lacking in info lit skills, or that a minority of faculty have unrealistic expectations
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- Jun 2017
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github.com github.com
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This is a draft - so Please make annotate and make suggestion or express concerns as you see fit.
Please be courteous and respectful.
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- May 2017
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TPS Reflective Exercises
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
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drive.google.com drive.google.com
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Summary: I really appreciate this post because of many reasons. The title for one is great and offers a twist to many of the other Fake News spotting articles I have seen, it is more empowering, and I want to empower my students when I teach them about Fake News. The summary for this is the same as the other two, educational about Fake News by a reliable source, so I will leave it to that. Assessment: I like how this article has ten questions with mini-questions underneath. It highlights important words in red and by having a red flag to symvolize Fake News, it can help the reader put the two together. This source is almost like a mix of the two other ones I have, it is a good mediator. Relfection: This source again is very useful for me. It gave me more ideas about how I would want tot each my students about Fake News by having the little red flags and tips at the bottom of the page. It goes into more detail on the surface of the article and I like that. It has shown me even more what to look out for when trying to spot Fake News. All three of my sources together can make me a powerhouse Fake News detector! Which is great because that is what I want my students to be too.
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Summary: This text was originally a picture provided by Facebook to help it's users spot Fake News. I really like it because it appeals to a wide-range of people. It helps young teenagers understand what Fake News can look like and gives adults a good, basic, overview of what Fake News can look like. I believe this past election season prompted Facebook to educate its users about Fake News since now, more than ever, people use Facebook to learn about the news, and consequentially, express their ideas. Assessment: This is most definitley a useful source. I appreciate how it shows me pictures with each tip it gives. It's language iss also very clear and understandable. Everything here is more black and white except for the last two tips which can be harder for people to figure out, but still just as important. This information is reliable, it came from Educators Technology.com and was put on Facebook, so it had to go through all their people as well. This source is a good templete for me to base off how I would teach Fake News to my students with Disabilities. Reflection: This source was the first one that really showed me the indicators of fake news. It is mostly about what one can see to identify Fake News, but it is super helpful. These obvious characteristics are what I can first teach my students with disabilities. The last two tips will be harder, but are necessary. Students need to know about Satire and how some people just write lies for a living, for the clicks.
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docs.google.com docs.google.com
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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.
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- Apr 2017
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Local file Local file
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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:
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- Feb 2017
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cdn.nmc.org cdn.nmc.org
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this kind of assessmen
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
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www.alfiekohn.org www.alfiekohn.org
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and reflect on its purposes — individually and as a class.
Metacognitive work on what the assessment is and how it works. Nice.
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Drier’s final grades are based on students’ written self-assessments, which, in turn, are based on their review of items in their portfolios.
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.
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Extrinsic motivation, which includes a desire to get better grades, is not only different from, but often undermines, intrinsic motivation, a desire to learn for its own sake (Kohn 1999a).
Focusing on grades as a / the measure of achievement also seems to undermine the kind of curiosity that is essential to authentic learning.
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- Jan 2017
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www.alfiekohn.org www.alfiekohn.org
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No newspaper, no politician, no parent or school administrator should ever assume that a test score is a valid and meaningful indicator without looking carefully at the questions on that test to ascertain that they’re designed to measure something of importance and that they do so effectively.
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- Sep 2016
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hechingerreport.org hechingerreport.org
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When we reduce students to numbers and grades, they and we focus on test-taking skills and grade requirements rather than on learning
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www.alfiekohn.org www.alfiekohn.org
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There is certainly value in assessing the quality of learning and teaching, but that doesn’t mean it’s always necessary, or even possible, to measurethose things — that is, to turn them into numbers. Indeed, “measurable outcomes may be the least significant results of learning”
Just because you need to measure learning get doesn't mean you can.
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- Jul 2016
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hybridpedagogy.org hybridpedagogy.org
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How has learning already been changed by the tracking we already do?
Alfie Kohn probably has a lot to say about this. Already.
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ensure that students feel more thoroughly policed
That ship has sailed.
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hackeducation.com hackeducation.com
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testing industry programming the child
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medium.com medium.com
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that learning is defined by “student achievement,”
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assess the stuff that’s easy to measure
If it’s not measured, does it count?
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www.alfiekohn.org www.alfiekohn.org
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students were being made to take them several times a year, including “benchmark” tests to prepare them for the other tests.
Testing has gone sentient. Resistance is futile. At least in the US.
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- Jun 2016
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dpod.kakelbont.ca dpod.kakelbont.ca
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Afurtherbarriertotheuseofformativefeedbackmaybethatsomestudentsincreasinglyfailtounderstandthetaken-for-grantedacademicdiscourseswhichunderpinassessmentcriteriaandthelanguageoffeedback(Hounsell,1987).AccordingtoEntwistle(1984,p.1),‘effectivecommunicationdependsonsharedassumptions,denitions,andunderstanding’.ButastudyatLancasterUniversityfoundthat50%ofthethird-yearstudentsinoneacademicdepartmentwereunclearwhattheassessmentcriteriawere(Baldwin,1993,citedinBrown&Knight,1994).Asoneofourstudentsnoted:‘Ihaven’tgotacluewhatI’massessedon’
The extent to which students do not understand what they are being assessed on, even in higher years.
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www.tandfonline.com www.tandfonline.com
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Assessment and Classroom Learning
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.
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- Apr 2016
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www.jstor.org.proxyau.wrlc.org www.jstor.org.proxyau.wrlc.org
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The process of peer review ensures the inviola bility of these codes and, in this way, discourages innovative work. What does not conform to the code is deemed unacceptable.
Jeff Rice: "Assessment love the good guy."
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edtechdigest.wordpress.com edtechdigest.wordpress.com
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The New Politics of Educational Data
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- Mar 2016
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www.jonbecker.net www.jonbecker.net
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Ranty Blog Post about Big Data, Learning Analytics, & Higher Ed
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academicirregularities.wordpress.com academicirregularities.wordpress.com
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I told them you could work 60 hours a week, never take a holiday or weekend off, have internationally regarded publications – lots of them, write textbooks, be a great teacher, and managers will still ask for more. And more. I told them you are measured only by what you have not managed to achieve, not what you have achieved, never mind how valuable or prestigious.
Unfortunately, this is how academics assess their students, too.
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- Feb 2016
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fs24.formsite.com fs24.formsite.com
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One potential use: get-ting students to create a multilayered re-cord of their thinking while attempting to solve math problems.
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www.research-live.com www.research-live.com
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"Field surveys are usually expensive to run." Suggesting iPads are revolutionizing field research.
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www.libraryinnovation.org www.libraryinnovation.org
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Zoomerang
zoomerang survey software option
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While the display is appealing and easy to read, it is not customizable
Polldaddy: survey software selection. List of cons.
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Polldaddy for iOS was a great option for this type of assessment. The layout and design are optimized for the iPad’s screen, and survey results are loaded offline. Be-cause an Internet connection is not required to administer a survey, the researcher has more flexibility in location of survey administration.
Polldaddy did not require wireless internet access, making it a more flexible survey-software option
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Polldaddy software chosen for second iteration of survey offered at GSU for assessment.
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Google Forms
Chosen survey-taking software for iPad surveys given to users at GSU.
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A two-question survey was designed to pilot the iPadas a survey delivery device in GSU Library. The first survey question was ―Why did you come to the library today? Please choose the primary reason.‖ Ten response options were listed in alphabetical order, and survey takers were allowed to select one option. The tenth response option was ―other,‖ with a text field in which survey takers could enter their own explanations. This question was included because the library is extremely busy, with an average daily door count of 10,000 during a typical semester. The door count data show heavy use of the building, but the library has little means of finding out what visitors do while they are in the buildings. The second survey question was ―What is your major?,‖ which was an open-text field.
Georgia State Library test-survey (two questions).
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Bhaskaran (2010) recently weighed in on the benefits of using iPads for survey re-search, but little has been written about the use of tablet computers as mobile assess-ment devices. What literature does exist primarily relates to the healthcare professions.
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Over the past few years, the market research literature has reflected a concern about the quality of face-to-face market research as compared to online surveys and polls. Manfreda, Bosnjak, Berzelak, Haas, and Vehovar (2008) analyzed other studies that compared response rates from Web-based surveys to response rates of at least one other survey delivery method. Web survey responses were, on average, eleven percent lower than the other methods investigated. In their study of face-to-face survey responses as compared to online survey responses, Heerwegh and Looseveldt (2008) concluded that responses to Web surveys were of poorer quality and, overall, less suffi-cient than responses to surveys conducted face-to-face.
face-to-face surveying produces greater results than web-based surveys.
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www.wpi.edu www.wpi.edu
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it is not art itself that people are turning from. People are turning away “from the traditional delivery mechanisms” (Cohen, 2013)
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ineducation.ca ineducation.ca
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the personal, social, and emotional transformations that adolescents and adults who are at risk experience as they develop resilience and shift from disengagement to engagement, and/or academic failure to success in schools.
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).
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www.alfiekohn.org www.alfiekohn.org
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For GEDIVT: How do the arguments made here (and by Daniel Pink) align with or challenge our assumptions about grading and assessment?
Tags
Annotators
URL
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- Nov 2015
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www.edsurge.com www.edsurge.com
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prior learning assessments
The new frontier!
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- Jul 2015
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www.ala.org www.ala.org
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I have used the bibliographies to conduct my own research in the area of cataloging assessment, and the social justice bibliography has helped me with a project I’m working on to examine video classification practices.
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.
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- Jun 2015
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files.eric.ed.gov files.eric.ed.gov
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there is a powerful impact on growth and self awareness when students can see their own development in speaking, in writing, in thinking and problem solving.
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.
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Using explicit criteria, the student develops the ability to look at her own work and determine the strengths and weaknesses evident in a particular performance or across a set of performances. She begins to set goals to address the areas she needs to develop and to deepen her areas of strength.
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.
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- May 2015
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www.slate.com www.slate.com
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“Making creates evidence of learning.” The thing you make—whether it be a robot, rocket, or blinking LED—is evidence that you did something, and there is also an entire process behind making that can be talked about and shared with others. How did you make it? Why? Where did you get the parts? Making is not just about explaining the technical process; it’s also about the communication about what you’ve done.
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.
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files.eric.ed.gov files.eric.ed.gov
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"What connections can I make between what I'm learning in one class with what rm learning in another?" ""What questions do I have about my learning?"
Versions of these questions would be good for us to consider in our portfolio panels.
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making student development visible and accessible to the student, through video portfolios, written portfolios, and multi media collections of work
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.
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The challenge for all of us engaged in the design of portfolio assessment is to assist our students to learn how to make their products more "interwoven and complete," weighing "the stress of every chord" to assure that the portfolio becomes an expressio
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.
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the portfolio can be a structure to help an individual express meaning. But its quality depends up what the individual does with it.
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.
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mitpress.mit.edu mitpress.mit.edu
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the unit of analysis for assessment should be a system of activities and practices and take place on multiple time scales —from hours to months
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the scope of valued learning outcomes for informal learning activi - ties should include social, emotional, and developmental outcomes as well as content knowledge and should include learning by groups and whole projects as well as by individuals
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- Mar 2015
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mitpress.mit.edu mitpress.mit.edu
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We believe that it should be a system of activities and practices over time; these include the actions of individual learn - ers as well as the roles of other participants, such as mediating tools, semiotic media, and local conditions directly relevant to and supportive of (or obstructing) the learning activities
Well that sounds scalable. Geez?
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Conventionally, an (occasionally naïve) attribu - tion of a valued condition to some specific cause (e.g., to an intervention). Rarely, however, are valued learning goals the outcome of discrete, identifiable causes.
Getting at the idea that traditional outcomes based assessment is shallow.
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Assessment, evaluation and research all build on documen - tation but may require different modes and foci of documen - tation. In more traditional terms,
An important distinction
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Know-that matters only insofar as it is mobilized as part of know-how; know-how (cultural capital) matters for career futures and social policy only when effectively combined with know-who (social capital).
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?
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Learning that matters is learning that lasts and that is mobilized across tasks and domains
Again you see the idea that learning as action is the major goal.
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Second is the improved ability to act collaboratively, coor - dinating and completing tasks with others, assisting them, and productively using affective sensibilities in doing so
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.
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First is the personal increase of comfort with, and capacity to partici - pate in, activities that involve inquiry, investigation, and repre - sentation of phenomena in a widening range of domains.
Interesting that comfort with the domain and listed before knowledge of the domain.
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emphasize the importance of taking into account in assessment design the incorporation of relevant knowledge about the history of the project, the community, and the partici - pating organizations and knowledge of the current wider insti - tutional contexts
Interesting take on the importance of historical knowledge influencing assessment of informal spaces.
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“Know-who” is as important as know-how in getting things done.
I am stealing this when discussing social search and networked learning spaces.
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As an aspect of human development—at the individual, group, or organizational level—the learning that mat - ters is learning that is used.
So this line here reveals a lot about the theoretical underpinnings of the authors. Then again so did their names.
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that simple declarative knowledge is only one valued outcome of learning and is too often overemphasized in assessment designs to the exclusion or marginalization of other equally or more important outcomes.
this is often the case when we think in terms of practicality, efficiency, fidelity, and reliability.
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Informal learning experiences, in contrast, build on the diverse interests and curiosity of learners and support their self- motivated inquiries.
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.
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ond, to offer program staffs, project funders, and other supporters recommendations of good practices in project assessment and identifiable needs for devel - oping improved assessment techniques.
So more future looking. What do we have to develop?
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first, to offer to those who design and assess informal learning programs a model of good assessment practice, a tool kit of methods and approaches, and pointers to the relevant literature
point away. This fits well with efforts in Mozilla Learning to try and develop friction free assessment.
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to reviewing the literature, the authors convened three expert meetings involving a total of 25 participants to dis - cuss key issues, identify successful approaches and outstanding challenges,
This is a very interesting methodology to add to the traditional literature review.
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many sig - nificant learning outcomes may be unpredictable in advance of the learner’s participation
and this basically sums up what makes assessment of informal learning so difficult.
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learning goals pursued by participants are generally open-ended, dependent in part on available resources and on repurposed ways to use those resources
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
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“Informal learning” is both a broad category and shorthand for a more complex combination of organized activities in face- to-face or online settings other than formal schools in which particular features are especially salient.
Key definition of how the paper defines informal learning.
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what works in informal learn - ing and what doesn’t
We also have to define success before we can start to measure it.
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knowledge base of science 2 Introduction learning in informal environments (Bell et al. 2009
I need to go and read this.
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- Feb 2015
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www.randikorn.com www.randikorn.com
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identifying one primary audience
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.
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Faculty members have the capacity to create their own meaning and feel comfortable and enjoy making sense of the thematic arrangement of objects. Students, on the other hand, usually sought out interpretive devices, like text labels, for an explanation of how they were “supposed to feel.” Further, students did not perceive the thematic organization of the works of art as the interpretive device, whereas faculty did. While most faculty used the text labels to reinforce their own thinking and reassure them they were on the right track, most students used the text labels as their entry point to understanding and experiencing the exhibition.
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Faculty and students had distinctly different experiences
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RK&A believes that successful exhibitions result when staff acknowledges the perspectives, perceptions, and knowledge of their target audience.
this should apply to all types of exhibitions
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www.randikorn.com www.randikorn.com
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There are two essential building blocks to creating a success project: 1) selecting an audience; and 2) articulating clear outcomes.
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www.randikorn.com www.randikorn.com
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we promote the lifecycle approach to exhibition evaluation because we know that when evaluation procedures are built into an exhibition’s lifecycle
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)
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www.randikorn.com www.randikorn.com
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The presence of volunteers further added to visitors’ experiences as volunteers’ presence encouraged visitors to ask questions, look for hints when appropriate, and learn about the mathematical principles behind the exhibits.
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.
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inviting and amusing nature of the exhibition, designed to be interactive, entertaining, provocative, and challenging all at the same time
Challenging/less "popular" topics (i.e. math in this case) benefit from simpler exhibitions that still address the challenge, but make it interactive/entertaining
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follow-up telephone interviews with visitors one month after each festival date in order to identify how visitors’ ideas about math change over time.
follow-up interviews to measure impact/changing perceptions over time
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onsite interviews with visitors
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RK&A explored the ways in which science festival visitors used the MM2GO exhibition and how the exhibition affected visitors’ ideas and attitudes about mathematics.
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- Jan 2015
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ikit.org ikit.org
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Conventional wisdom has it that practice makes perfect and that expertise is the natural outcome of years of practice. But few people become good writers, no matter how much they write.
Tough reality.
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But as a society, we are not concerned with novices. Eventually they will quit being novices, without our having to do anything about it. The important question is what they will become. Will they become experts in their lines of work or will they swell the ranks of incompetent or mediocre functionaries?
A common thread with Gee in the Ant--Education Era, an open disdain for incompetence.
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