Make It Count: Providing Feedback as Formative Assessment. Providing students with feedback on written work can, at times, feel like a burden.
Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. The good news, according to Hattie, is that "students want feedback just for them, just in time, and just helping nudge forward.
" The Myth of Learning Styles 'Debunked' Developments in cognitive science have had some far reaching impacts on learning theories.
For instance , Howard Gardner's theory of multiple intelligences has its repercussions in learning styles theory. A whole new body of substantiated and scientific knowledge was subsequently produced to encapsulate the core principles undergirding the multiple intelligences theory in educational literature. New instructional methodologies emerged to account for the different learning styles of students. No two human beings are the same and therefore the way they learn and process information is not necessarily the same. Some learn better through visual aids, others find it easy to learn when they are engaged in hands-on activities involving not only their intellectual abilities but also their body parts ( Kinestetics).
Creating Accessible Tables - Layout Tables. If you're not a screen reader user, let's pretend that you are for just a moment.
Account - everystockphoto - searching free photos. Formative Assessment Definition. Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications. Many educators and experts believe that formative assessment is an integral part of effective teaching. Reform Debate. The Best Resources For Learning About Formative Assessment. (Thumbs are one of my favorite forms of formative assessment) Be sure to read my Ed Week column, Ways to Include Students in the Formative Assessment Process.
As the new school year approaches (we go back in two more weeks), I’ve been thinking a bit on how I can be a little more intentional and strategic in using formative assessment. For those who might be new to the term, formative assessments are ongoing practices that help both the teacher and student evaluate and reflect on how they are both doing, and what changes either or both might need to make to become a more effective teacher and learner (I’d love it if someone left a comment with a better definition).
I use a lot of these in my classroom, ranging from regular cloze (fill-in-the-blank) and reading fluency assessments, to “show me with thumbs,” to observations. I feel that I use them pretty effectively, but also feel that I could do a better job applying what I learn from them in the classroom. Communication in Online Courses: Strategies for Providing Feedback. Students need much more support and feedback in the online environment than in a traditional course.
This is because the potential threat that students feel alienated is quite high in the Virtual Classroom. Using effective feedback strategies will enable the instructor to identify and meet individual student needs as well as encourage students to participate and continue to participate at a high quality level. Here are strategies for providing feedback in the Virtual Classroom: Clearly communicate exactly how participants will be graded. This information should be available on the first day of the course and included with the syllabus. Professional Development for Accessible Technology: Home. Welcome This site is a project of the Accessible Technology Initiative (ATI) of the California State University system.
The mission of the ATI is for the CSU university system to excel and provide national leadership in using technology that is fully accessible through universal design to its students, faculty, staff and the general public. This site aggregates information regarding high-quality professional development resources and events offered by ATI staff, CSU campuses and external institutions and agencies. 3 Minute Teaching With Technology Tutorials. Be sure to share these great resources with your friends and colleagues!
Access all of these videos in this YouTube Playlist How to Add “Time Tags” to Youtube Vids (so Viewers can Jump to Tagged Sections)It’s Super Easy to Create These Simple ‘Bookmarks’ so Viewers Can Pop to Different Section of Your EdPuzzle 3 Minute TOOL-torial Add Questions to Videos, Monitor Progress, etc. EdPuzzle is an awesome free tool that makes it a breeze to embed questions in YouTube and Vimeo videos. When students log in and watch the videos on EdPuzzle, you can then see their progress. Create Top Notch Graphics With Ease, for Little or no Cost with Canva (fun for Students too!)
Share Videos With no Distractions or Inappropriate Content, Fast & Easy with SafeShareA quick overview of the SafeShare.TV application that makes it easy to safely share YouTube and Vimeo videos without the distractions of ads and other extraneous content, or inappropriate content! GRADE: Accessible Guidelines: A Summary. CourseStartupChecklist.