Testing Can Be Useful for Students and Teachers, Promoting Long-Term Learning – Association for Psychological Science. Pop quiz!
Tests are good for: (a) Assessing what you’ve learned; (b) Learning new information; (c) a & b; (d) None of the above. The correct answer? According to research from psychological science, it’s both (a) and (b) – while testing can be useful as an assessment tool, the actual process of taking a test can also help us to learn and retain new information over the long term and apply it across different contexts. New research published in journals of the Association for Psychological Science explores the nuanced interactions between testing, memory, and learning and suggests possible applications for testing in educational settings. Appropriate Multiple-Choice Tests Can Foster Test-Induced Learning One of the criticisms of multiple-choice tests is that they expose test takers to the correct answer among the available options.
Corresponding author: Jeri L. Testing Enhances the Transfer of Learning Corresponding author: Shana K. Active Retrieval Promotes Meaningful Learning. The Best Rubric Sites (And A Beginning Discussion About Their Use) This is sort of a strange “The Best…” list.
I really haven’t voluntarily used rubrics (except in one classroom situation where I find them incredibly valuable, and which I’ll talk about in a minute). I generally just don’t like them, but I can’t really articulate why. And, though I’ve read a fair number of pieces out there critiquing them, I can’t say I’ve found any arguments that really resonate with me (of course, I also have to use the International Baccalaureate’s Theory of Knowledge rubrics for assessing that class’ final essay and oral presentation).
I’d love to hear people’s comments about them — both pro and con. As I mentioned, there is one case where I do use them, and I’ve written extensively about it at My Revised Final Exams (And An Important Lesson). Other than in that case, this is the kind of feedback/assessment process I’ve usually done and that has worked well: 2) Show lots of good models. That’s the process I use for extended student projects. Rubistar Quick Rubric Related. Do No Harm: Flexible and Smart Grading Practices. My Edutopia post When Grading Harms Student Learning generated a lot of buzz.
Grading is an emotional subject, with strong-held opinions and ideas. I was really excited to see discussion on all sides of the issue. The best feedback for me was that, while many readers agreed with parts of the premise, I hadn't been specific on support strategies. Thank you for that feedback -- it was specific, actionable, and created the need and excitement for a follow-up post. While there are many tools out there that help address concerns around redoes, zeroes, not grading homework, and more, here are some of my favorites: Address Behavioral Issues Affecting Academic Achievement Points off for late work may not motivate students. Request to Retest This is a great way to put the student in the driver’s seat of what they'll redo and how they'll redo it. Digital Formative Assessments in Literacy. The Big List of Class Discussion Strategies.
5 Fun Alternatives to Think-Pair-Share - WeAreTeachers. Editors Note: Originally this blog featured five alternates to think-pair-share in classroom discussion.
But the post was so popular we’ve added five more ideas below! Enjoy! All learners need time to process new ideas and information. They especially need time to verbally make sense of and articulate their learning with a community of learners who are also engaged in the same experience and journey. In other words, kids need to talk!! Problem is, sometimes it’s hard to stay on subject without a little guidance. These five techniques (and a little purposeful planning) go beyond the traditional Turn and Talk/Think-Pair-Share to give students an opportunity to deepen their understanding while practicing their verbal skills. 1. Arrange students into pairs (teacher or student choice).Pose a question that has many possible answers. 2. 3. Teacher poses a question, sets a time limit and gives students a moment to think before writing. 4.
Students work in pairs. 5. 6. 7. 8. 9. 10. Google Classroom - Using RubricTab to Assess Students - Teacher Tech. Previously I created a rubric template that allows you to create a rubric, paste your class roster, and then create a copy of the rubric for each student to make evaluation for your class easy.
I have upgraded the script (Add-On) so that it now creates a spreadsheet for each student to share with them their rubric evaluation. The script also automatically creates a roster of each student’s score, percentage, comments and individual category assessment for the teacher. Click Here to make a copy of the template. After creating a copy of the template paste your class roster and email addresses into columns A and B.
Hint, do make a copy of this spreadsheet to use as YOUR template so you do not have to copy and paste student rosters next time. Tip Save the template into a folder. For every assignment you create in Google Classroom, a folder of the same name is created in Google Drive. Save your copy of RubricTab for that particular assignment into the assignment folder. Parts to the Rubric. The Difference Between Formative and Summative Assessment Explained (Video) - On Air: A Video Blog.