Collective Insight Brandeis April 2014. Librarians find themselves in an ever-shifting landscape where tight budgets, increased electronic material purchasing, and ever-expanding user expectations influence the use and the perceived value of the library. Central to a library’s success will be the ability to present compelling evidence, backed by data to demonstrate the library’s contribution to their institution’s mission and goals. A key component to determining and expressing the value of the library is increasingly being drawn from a successful assessment program. This event—co-hosted by the Boston Library Consortium and OCLC—helped to define the practice of assessment, explored what drives a successful assessment program, and identified practical tools and techniques that can be tailored to use in reaching the specific assessment goals of your library. View the Agenda. View the chat archive from the webcast.
Admin.kasa.org/Professional_Development/documents/ThinkingClassroomResourceGuide.pdf. Bloom’s Taxonomy. By Patricia Armstrong, Assistant Director, Center for Teaching Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories. Websites for Students K–12: 2012, by Esther Sinofsky. eBlooms - A taxonomy for E-Learning design. As the field of instructional design continues to grow and encompass online course development, speed of development can sometimes overshadow proven processes.
Scanning the field of available tools can provide much by way of technology and software, but little in terms of theory and practice. How can instructional designers better design online learning? Is there a quick way to align objectives with content and activities? TEEX uses proven methods such as ADDIE and Bloom's Taxonomy to create E-Learning in a systematic manner. The cycle of design and development begins with a needs analysis conducted by a program manager (PM) and project coordinator (PC). If the need is clearly established and an audience has been identified, a meeting is held to kick-off course design and includes a subject matter expert (SME), graphic artist (GA), and instructional designer (ID). In this meeting, the course goal is identified. The attached White paper describes TEEX's methodology in more detail. Bloom’s Taxonomy and iPad Apps
LearningToday shares with everyone two beautiful posters, that help us remember Bloom’s Taxonomy: the Blooming Butterfly and the Blooming Orange. How do we connect the Bloom’s Taxonomy with the iPad? Following inDave Mileham and Kelly Tenkeley’s footsteps of assigning iPad apps to the different levels of the Bloom’s Taxonomy, I created the following table with apps that I have tested out and am recommending. (Click to see a larger version of the image) In order to make the cut, the app had to fulfill the criteria (from Wikipedia and according to the Blooming Orange’s verbs) set out for each level.
I want to encourage/challenge you, to take a look at the iPad apps on YOUR iPad and to categorize these apps with the different thinking levels and THEN take the next step to SHARE your list with other educators. Remember: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. describenamefindnamelisttell Suggested apps: Suggested Apps: Suggested Apps. Rubrics for Assessment. Learn more about our Online Courses, Online Certificate Programs, and Graduate Degree A collection of rubrics for assessing portfolios, group work/cooperative learning, concept map, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects.
Quick Links to Rubrics Social Media Project Rubrics Wiki RubricCriteria for assessing individual and group Wiki contributions. Blog RubricAssess individual blog entries, including comments on peers' blogs. Twitter RubricAssess learning during social networking instructional assignments. Discussion, Teamwork, and Group Work Rubrics Online Discussion Board RubricAssessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussionPrimary Grade Self-Evaluation Teamwork Rubric (PDF)Features of a sandwich to graphically show the criteria PowerPoint and Podcast Rubrics A+ PowerPoint Rubric Joan Vandervelde's rubric provides 10 performance categories.
Maine Learning Technology Initiative » Nov. 17 Webinar – Assessment 1: What Do They Really Know and What Can They Really Do? Home > Assessment > Nov. 17 Webinar – Assessment 1: What Do They Really Know and What Can They Really Do? CC BY 2.0 ccarlstead When we think of assessment, often the first thing that comes to mind is a high-stakes test. Although the MEAs, the NECAPs, and the SATs play a part in determining how our students are doing, a balanced assessment plan has many other components. Effective teachers ask themselves, “What do they really know and what can they really do?” As they question, observe, and conference with students about their work every day.
This week’s webinar is the first of two sessions in which we will explore summative and formative assessments and the role they play in a balanced assessment plan. Please join us this Thursday at 3:15 pm. or 7:15 pm. OIR - Assessment: Classroom Assessment Techniques (CATs) and Informal Student Feedback. Introduction CATs and other informal student feedback techniques are formative assessment methods that help an instructor monitor learning throughout the semester. They answer questions such as "Was my teaching effective? " or "What is still confusing students?
" or “How can I improve the teaching and learning in this course?” Informal feedback techniques are especially useful for providing information for improvement when appropriate learning is not occurring. General Resources “Classroom Assessment Techniques (CATs)” by Lee Haugen (Iowa State University). This concise introduction to CATs describes their characteristics and benefits for both teachers and students, then presents a chart of numerous CATs with directions, uses, and time needs.
"Do You Know Where Your Students Are? Back to top. Www.waukesha.k12.wi.us/Library/speterso/Summative versus Formative Assessment.pdf. Formative vs Summative Assessment - Enhancing Education. The assessment of teaching and learning can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning.
Similarly, assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students but not optimally helpful to their learning and growth. Done in tandem, assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance. CONTACT US to talk with an Eberly colleague in person! Summative vs. Formative Evaluation. In the education field, you must be prepared to meet the needs of students in a technologically advancing world. Our educational technology programs are offered completely online and help you understand the use and integration of technology in instructional learning settings. We offer two programs: Study after study has identified good pre-service and in-service training in technology as the most pressing public school need related to educational technology. Are you ready for the challenge? ISTE accredited Our academic plans are based on the standards set forth by the International Society for Technology in Education (ISTE) ffor both Technology Coaches and Technology Directors.
9 Principles of Good Practice for Assessing Student Learning. 9 Principles of Good Practice for Assessing Student Learning Authors: American Association for Higher Education (AAHE) Keywords: Assessment, learning, principles Article style and source: Published on ultiBASE with permission from the AAHE. Contents The American Association for Higher Education (AAHE) is a national organization of 8,500+ individual members dedicated to the common cause of improving the quality of American higher education. AAHE is higher education's 'citizen's organization', where faculty, administrators, and students from all sectors, plus policymakers and leaders from foundations, government, accrediting agencies, and business can address collectively the challenges higher education faces.
AAHE members share two convictions: that higher education should play a more central role in national life, and that each of our institutions can be more effective. The assessment of student learning begins with educational values. Assessment works best when it is ongoing not episodic. Www.sqa.org.uk/files_ccc/GuidelinesForOnlineAssessment(Web).pdf. Skill rubric. Types of Rubrics. Www.educationoasis.com/curriculum/LP/LP_PDF Word/blooms_tax_verbs.pdf. Bloom's Taxonomy.