Différents usages des grilles d’évaluation critériées 10 août 2010 par Amaury Daele Si dans la littérature pédagogique francophone on parle relativement peu des grilles d’évaluation critériées, il n’en va pas de même dans le monde anglo-saxon. En anglais, il existe une large littérature de recherche et on peut trouver sur le web de nombreux sites avec des exemples de grilles d’évaluation et des conseils pour en construire. Dans la présente note, j’aimerais résumer l’article récent de Reddy et Andrade (2010) A review of rubric use in Higher Education. Comme on peut s’en douter, l’usage le plus répandu des grilles d’évaluation est… l’évaluation des apprentissages des étudiant-e-s! De façon générale, les étudiant-e-s apprécient les grilles. Dans les études consultées, la vision qu’ont les enseignant-e-s de l’usage des grilles est assez différente de celle des étudiant-e-s. La dernière question examinée par Reddy et Andrade est celle de la fidélité et de la validité des grilles produites par les enseignant-e-s à l’université. Like this:
Developing critical thinking It means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer is saying. Imagine two situations. On the first, you are on a country walk and you come across a notice which tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? On the other hand, suppose you were to receive a letter from a local farmer announcing that he proposed to put up an electric fence to protect a certain field. An allied skill is the ability to analyse – that is, to read or listen for the following points: How robust are the points presented as evidence? The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. Debate: arguing different points of view. Selecting information critically For books, who is the publisher? 1.
Planner PARCC aligned Educators, this is your chance to decide on the texts you will teach as you prepare your students to be thinkers and doers. Note to Readers 11.05.13 Since this post was first written, the PARCC Aligned ELA Common Core Curriculum & Assessment Planners have been updated to include audio files and drop-down toolboxes for user friendliness. They have also grown to include additional space for entering instructional objectives and teaching notes as well as including pop-up boxes that display the grade-level standards as teacher work to build their plans. I have been working with due diligence to help teachers make sense of the marriage between the PARCC Frameworks released first in the Fall of 2011 and updated in the Fall of 2012 and the most recent significant release of PARCC Assessment information, the Assessment Blueprints released on April 30. The result….a quarterly planner that integrates the guidelines of the PARCC Frameworks and the Assessment Blueprints. Top Portion: Instruction
Guest Lesson | For Authentic Learning, Start With Real Problems We’ve asked the education writer Suzie Boss to do a series of guest lessons for us about using The Times Fixes blog, which explores solutions to major social problems, as inspiration for designing real-world projects for schools. This post, the first in our series, introduces the concept of “project-based learning” and suggests some ways in which this strategy can work with recent Fixes topics. For Authentic Learning, Start with Real Problems If your students are prone to asking, “When will we ever need to know this?” By sparking students’ interest in real issues that affect them and their peers around the world, you will give them cause to think more critically about what they are learning. Fixes, a series that is part of the Opinionator section of The New York Times, focuses on some of today’s most pressing social problems and the innovators working to solve them. The columnist Tina Rosenberg explains why teenagers hold the best answers for curbing smoking rates. P.B.L. For Example…? Ms.
Maple T.A., un environnement pour les examens et devoirs en ligne Maple T.A., un environnement pour les examens et devoirs en ligne avec correction automatique Benoit Vidalie RésuméLe logiciel de calcul mathématique Maple est utilisé depuis de nombreuses années pour l'enseignement en CPGE. Maple T.A. (Teaching Assistant) est un environnement en ligne permettant de construire des banques d'exercices et de publier des examens et devoirs pour les étudiants. Maple T.A. est déjà utilisé dans de très nombreux établissements, ainsi que pour l'examen de classement aux Universités américaines. Nous montrerons comment éditer des questions, puis construire un examen et le publier. Maple T.A. Maple T.A. fournit également des outils système de nous n'aborderons pas ici, pour nous concentrer uniquement sur les aspects liés à l'enseignement. L'accès au serveur se fait au travers d'un navigateur Web. 1. Pour commencer, mettons-nous dans la situation de l'enseignant. Figure 1 : page d'accueil pour le professeur. Les types de questions disponibles sont les suivants : 2.
Kansas 8th Grade Graduation Exam 1895 How would you do taking an 8th Test??? Curious how you would do on test items from the 8th grade? Here is your chance to ee how you would do comparing the 1895 test and the current test. Could You Have Passed this 8th Grade test from 1895? Scroll down for information to help answer the test. Examination Graduation Questions of Saline County, Kansas April 13, 1895 J.W. GRAMMAR(Time, one hour) 1. 2. 3. 4. 5. 6. 7-10. ARITHMETIC (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. U.S. 1. 2. 3. 4. 5. 6. 7. 8. ORTHOGRAPHY (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. GEOGRAPHY (Time, one hour) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. PHYSIOLOGY(Time, 45 minutes) 1. 2. 3. 4. 5. SOME HELP WITH THE ANSWERS Drop us an email if you have something you'd like to add to the answer section. GRAMMAR (Time, one hour) 3. 4. Transitive, intransitive, past, present, future, conditional, subjunctive Give the principal parts of do, lie, lay, and run. 5. Illustrate each case. Near, nearer, nearest Nicely 6. 2. 3. 1.3 percent
PBLU - Project Based Learning resource for Educators PBLU is a site I just found that is a new online social network of educators who use Project Based Learning in their classrooms. It is officially launching this summer and will provide free online courses (2 weeks long) and project ideas for teachers to use. It will have resources, links, help, and ways to connect with other PBL educators. Some of the classes they will be offering include: How to Launch the Project • How to Create a Project Calendar • How to Manage the Project • How to Grade the Project • How to Showcase Student Work • How to Get PBL Teacher Certification Project Based Learning is an excellent way to teach students content, along with other important skills like teamwork, communications, critical thinking, and problem solving. Sign up to be notified when it launches: Related: Project Based Learning resources, getting started help, and more 10 Important Skills Students need to be Successful in the Future
Response: Do's and Don'ts for Better Project-Based Learning - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2013/01/response_dos_and_donts_for_better_project-based_learning.html ) = NO Internal request ( 198.27.81.81 ) = NO Open House ( 2014-04-08 02:08:26 ) = NO Site Licence : ( 198.27.81.81 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 505b4d47-d885-c8b3-aed2-02cf6db5b8d4 : 3 / 3 ) = NO 0: /edweek/learning_forwards_pd_watch/2012/12/the_shift_in_data_awareness.html
IAR: Assess students > Answer: Good/Poor fixed-choice questions Question 1 1A. The promiscuous use of sprays, oils, and antiseptics in the nose during acute colds is a pernicious practice because it may have a deleterious effect on: the sinuses red blood cells white blood cells the olfactory nerve 1B. the spreading of the infection to the sinuses damage to the olfactory nerve destruction of white blood cells congestion of the mucous membrane in the nose 1B is the better question. 1A is wordy and uses vocabulary that may be unfamiliar to many students. 1B not only asks what part of the body is affected (sinuses) but also what is the result (spreading of infection). Question 2 2A. 2B. respiratory disease cancer accidents rheumatic heart disease 2B is the better question. Question 3 3A. 3B. 3A is the better question. 3B contains a distractor that is not plausible (0 calories). Question 4 4A. Reasoning ability Critical thinking Rote learning All of the above None of the above 4B. Knowledge Synthesis Evaluation Analysis Comprehension Question 5 9A.
Cooperative Grouping Related Classroom Examples Guiding Cooperation Teacher turns to technology to guide cooperative learning in a blended fourth-fifth science class. Collaborative Writing Middle school students polish skills for writing, reflection, and collaboration. Cooperative Grouping Cooperative learning is actually a generic term that refers to numerous methods for grouping students. Students understand that their membership in a learning group means that they either succeed or fail—together. Key Research Findings Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001). Implementation Grouping students to work collaboratively and cooperatively offers benefits for learners. Create the right type of group for the need. Additional Resources
How (And Why) Teachers Should Get Started With Blended Learning Blended learning is quite simply one of the most overused terms to describe the current state of education’s relationship with technology. However, it fits. Blended learning is marrying the influx of technology with the learning principles that are proven to work. It’s a powerful combination if done properly. That’s why this new-ish term is, as stated just a few sentences ago, such an overused term. Because it’s important! So how does your average everyday teacher get started with blending up your learning? See Also: How Teachers Are Using Blended Learning Right Now Why yes! Source: Digital Learning Now