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How To Use Formative Assessment With (And Without) Technology

How To Use Formative Assessment With (And Without) Technology
Sometimes, integrating technology into your daily workflow and lesson plans isn’t that hard. Some things seem to lend themselves to a seamless transition between not using technology and using technology. Traditional assessment using technology can fall into this category (though admittedly simpler for some subject material than for others). Formative assessment, on the other hand, tends to be a little more nebulous, and perhaps harder to nail it down with technology. Use tools like Google Forms, Polleverywhere, Socrative, Voice Thread, etc to have students connect with you and their classmates to demonstrate their understanding. Katie was a teacher, graduate student, and is now the lady who makes sure Edudemic is as useful as possible. Related:  assessmentOpen EvaluationAssessment

Digital assignments: How shall we grade them? A couple of years ago, I took the decision to encourage students to submit their assignments in forms other than the traditional, paper based essay. It was about time. Should we persist in assessing students in modes of communication they may never use in the real world? Clearly, there are several questions to contemplate here. The first question is how do you grade these assignments, if they are not presented in traditional essay mode? The second question is how can you ensure that students put the equivalent cognitive effort into say, a video, as they would into a 4000 word assignment? Whatever you decide to do, it will be imperative that you ensure all assessment criteria are applied equally across all assignments, no matter what wrapper they are presented in. There are further, procedural and administrative issues that each institution will need to deal with. I'm certain this is not complete. Photo from Wikimedia Commons Digital assignments: How shall we grade them?

Understanding Rubrics by Heidi Goodrich Andrade Understanding Rubrics by Heidi Goodrich Andrade Authentic assessments tend to use rubrics to describe student achievement. At last, here’s clarity on the term. Every time I introduce rubrics to a group of teachers the reaction is the same — instant appeal (“Yes, this is what I need!”) followed closely by panic (“Good grief, how can I be expected to develop a rubric for everything?”). What Is a Rubric? A rubric is a scoring tool that lists the criteria for a piece of work, or “what counts” (for example, purpose, organization, details, voice, and mechanics are often what count in a piece of writing); it also articulates gradations of quality for each criterion, from excellent to poor. The four columns to the right of the criteria describe varying degrees of quality, from excellent to poor. Why Use Rubrics? Rubrics appeal to teachers and students for many reasons. Third, rubrics reduce the amount of time teachers spend evaluating student work. Finally, rubrics are easy to use and to explain.

How Competency-Based Learning Actually Works A report from The National Center for Education Statistics found that 38% of those enrolled in higher education are over the age of 25 and one-fourth are over the age of 30. The share of all students who are over age 25 is projected to increase another twenty-three percent by 20191. These findings demonstrate a significant shift in the traditional higher education student. While many developments, such as MOOCs, Open Educational Resources, flipped classroom models and accelerated three-year degree programs have entered the landscape, another great option for variety in learning is Competency-Based Learning (CBL). CBL is designed to provide students with a personalized online education that they can complete at their own pace and that takes advantage of competence learned through experience. As defined by the U.S. History Adoption Delaware County Community College (Pennsylvania) incorporates competency frameworks within traditional course-based programs. Benefits Altering Higher Education

Media Centre Posted on:Monday, 14th October 2013 Geoff N MastersAustralian Council for Educational Research The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning, but also about the nature of learning itself. Assessment and reporting processes shape student, parent and community beliefs about learning – sometimes in unintended ways. This essay describes three general approaches to evaluating and providing feedback on the outcomes of learning. 1. The first approach is based on tasks chosen because they are within students' capabilities and are likely to be completed successfully. Because, under this first approach, students are assessed on tasks chosen to ensure a high probability of success, most students perform well and so receive praise for their performance. There are several unintended consequences of this approach. 2. How is this possible? 3. References

Assessment in open spaces Photo: Tay Railway Bridge (Dundee) CC BY-NC-ND 2.0 Tim Haynes “We have to build our half of the bridge, no matter who or where we happen to be.” – Colm McCann Summary: Learning and pedagogical relationships are transformed when we engage with students in open online spaces or networked publics. These can become ‘third spaces’ of learning, beyond the binary of informal and formal learning. Once a closed classroom (physical or online) becomes open to the world, assessment options multiply, with many more opportunities for student choice, voice and creativity, and of course, feedback. [Slides] [Audio interview] xx This post summarises my talk at the eAssessment Scotland 2013 conference, “Assessment in Open Spaces”. The eAssessment Scotland conference is a completely free, 2-week event which is open, distributed and accessible. In this context, I examined three spaces in which networked educators meet networked students, and explored the affordances of these different spaces. Like this:

Designing scoring rubrics for your classroom. Mertler, Craig A. Craig A. Mertler Bowling Green State University Rubrics are rating scales-as opposed to checklists-that are used with performance assessments. There are two types of rubrics: holistic and analytic (see Figure 1). Holistic rubrics are customarily utilized when errors in some part of the process can be tolerated provided the overall quality is high (Chase, 1999). Analytic rubrics are usually preferred when a fairly focused type of response is required (Nitko, 2001); that is, for performance tasks in which there may be one or two acceptable responses and creativity is not an essential feature of the students' responses. Prior to designing a specific rubric, a teacher must decide whether the performance or product will be scored holistically or analytically (Airasian, 2000 & 2001). As you saw demonstrated in the templates (Tables 1 and 2), the various levels of student performance can be defined using either quantitative (i.e., numerical) or qualitative (i.e., descriptive) labels. Mr. Mrs.

What is Authentic Assessment? What is Authentic Assessment? Definitions What Does Authentic Assessment Look Like? How is Authentic Assessment Similar to/Different from Traditional Assessment? Alternative Names for Authentic Assessment A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229). An authentic assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. Examples from teachers in my Authentic Assessment course 1. In the TA model, the curriculum drives assessment. 1.

Research ACER conducts research into the assessment and reporting of a wide range of educational outcomes (academic and social). This work, undertaken for clients nationally and internationally and in support of ACER's own tests and assessment programs, includes the refinement of test constructs; studies of test validity and reliability; assessment methods and formats; psychometric analyses of test data; and methods for item banking, online test delivery and reporting. There are two Assessment and Reporting research programs: Humanities and Social Sciences and Mathematics and Science. The Mathematics and Science program focuses on cross-curricular skills such as numeracy and abstract, scientific and quantitative reasoning as well as mathematics and science subject-based disciplines. Many of the research activities span both areas; others are unique to one or the other. Selected projects in this area

Roger Tilles warns of 'dangerous' overemphasis on education testing Originally published: October 2, 2013 9:42 PM Updated: October 2, 2013 10:23 PM By JOHN HILDEBRAND john.hildebrand@newsday.com State Regent Roger Tilles leads a public Q & A at the Port Washington Library. (Oct. 2, 2013) (Credit: Barry Sloan) One of the region's top education policymakers warned a Port Washington gathering Wednesday night that what he termed a "dangerous" overemphasis on testing threatened to undermine a statewide movement toward high-quality Common Core academic standards. The speaker, Roger Tilles of Great Neck, who represents Long Island on the state's Board of Regents, said he supported Common Core, like most educators, because "it makes kids think." Tilles said, however, that Core standards were becoming confused with new tests that were rushed into place in April, and were being used to rate students' achievement and teachers' job performance. "I really don't want to see the Common Core lost, and I hear that," Tilles said. State Education Commissioner John B.

De eduteka: ClassBadges Now Offering Free Custom Gamification Badges We’ve been watching ClassBadges evolve over the past several months. Way back in October , we wrote about the site that lets you create badges for your students as you set out on your quest to gamify your classroom. Whatever your goal is (improve engagement, increase activity, incentivize learning, etc.) – ClassBadges looked like one of the best options. As of today, they now have custom gamification badges available. So if you’re halfway decent at graphic design, this is a great bit of news for you. In fact, the custom badges feature could be a fun way to get your students involved in actually deciding and creating the badges in the first place. See Also: The 50 Best Videos For Teachers Interested In Gamification It took me a couple weeks to finally get my invitation to ClassBadges so it may take you a similarly long time. After logging into ClassBadges (it may take awhile to get confirmation), create a course.

School tests Monitoring Monitoring student learning These tests are developed to track student progress from year to year and to provide diagnostic information to inform teaching and learning. Selection These tests are designed to identify level of performance for selection into specific programs or for the awarding of a scholarship. The tests are not curriculum based and do not test the ability to retrieve learned knowledge, nor are they diagnostic. Selection General Scholarships Letters: Modern language exam grades translate into poor results It is well-known that the UK is losing out culturally and economically because of inadequate foreign-language skills among English native speakers. This problem has been significantly exacerbated by the fact that pupils choosing modern languages have not been rewarded adequately for excellent performance. Ofqual has acknowledged in its corporate plan 2013-16 that "relatively few A* grades are awarded in modern foreign languages when compared with other subjects with a high proportion of A grades". This finding confirms evidence by schoolteacher associations that has repeatedly been presented to Ofqual and the exam boards since introduction of the A* grade at A-level in June 2010. The disadvantaging of modern languages candidates in school examinations has been blighting the subject at all levels, and will continue to do so until the unfair grading is addressed effectively.

Matriz de Valoración (Rúbricas - Rubrics en inglés) ¿QUÉ SON LAS RÚBRICAS? Una Matriz de Valoración (Rúbrica – Rubric, en inglés [1]) es un instrumento que facilita la evaluación del desempeño de los estudiantes, especialmente, en temas complejos, imprecisos o subjetivos. Este instrumento podría describirse como una matriz de criterios específicos que permiten asignar u otorgar un valor (valorar), basándose en una escala de niveles de desempeño y un listado de aspectos que evidencian el aprendizaje, los conocimientos y/o las competencias alcanzadas por el estudiante en un tema particular. Le invitamos a conocer el esquema básico de una Rubrica y algunos ejemplos de Rúbricas. Esquema de una Rúbrica De acuerdo con la definición antes expuesta, una Matriz de Valoración o Rúbrica sirve para establecer o consultar cómo va el proceso de aprendizaje del estudiante. Promueve expectativas sanas, pues clarifica cuáles son los desempeños que los estudiantes deben alcanzar. Partes básicas de una Rúbrica Analítica Fase 1: Reflexionar. Rubistar

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