Giving Assessment Feedback Devising strategies for feedback can save you time by reducing: the number of complaints from students who believe they have been unfairly marked the amount of time lecturers spend reading assignments that do not answer the question the amount of confusion between markers as to what the submission is supposed to look like. The time involved to set up the strategies will be more than recouped in the course of the semester. Plan for assessment feedback Modes of feedback You can provide assessment feedback to students in different modes, at different times and places, and with different goals. Figure 1: Dimensions of feedback modes In any one course, the feedback plan would ideally incorporate a mixture of dimensions, appropriate to the assessment activity and the students' needs. You can think of the STUDENT-LED/TEACHER-LED dimension as a dialogue between student and teacher, using feedback (Nicol, 2010). Prepare students for feedback Align feedback with assessment criteria Use comments sheets
How to lose weight (in the browser) And what if we got together a bunch of experts who work on large sites to create a definitive front-end performance guide? And not just one of those boring guides made for robots, what if we did something fun? What about getting together Briza Bueno (Americanas.com), Davidson Fellipe (Globo.com), Giovanni Keppelen (ex-Peixe Urbano), Jaydson Gomes (Terra), Marcel Duran (Twitter), Mike Taylor (Opera), Renato Mangini (Google), and Sérgio Lopes (Caelum) to make the best reference possible? That's exactly what we've done! — Zeno Rocha, project lead. Of course it matters and you know it. There are three basic ways for you to include CSS or JavaScript on your page: 1) Inline: the CSS is defined inside a style attribute and the JavaScript inside an onclick attribute for example, in any HTML tag; 2) Embedded: the CSS is defined inside a <style> tag and the JavaScript inside a <script> tag; 3) External: the CSS is loaded from a <link> and the JavaScript from the src attribute of the <script> tag. Bonus
The Genius Hour Design Cycle: A Process For Planning - 3. Some students need a push in the right direction Some students will come up with projects that are too simple with answers that could be easily Googled. We introduced the students to ‘High Order Thinking Skills’ and built these into the planning forms students complete. Projects need to include elements of synthesis, evaluation and creativity with the minimum requirement adjusted for individuals. We provide students with a list of verbs appropriate for the top levels of Bloom’s taxonomy and help them use these in framing their topics. 4. A student might have a passion for surfing and decide they are going to write a book about the history of the sport. 5. It can be hard to say no to a project but some are just not feasible. 6. Some projects will clearly take longer than you have available, others are simply too large in scale or will rely on the involvement of too many people. 7. One of the challenges for some students has been the ever changing project. 8. 9. 10. 11. 12. 13.
Assessment - Feedback and Assessment - Toolkit for Learning and Teaching - LeTS Validity: Assessment and curriculum design | Defining formative and summative assessment | Principles of Assessment | Ensuring reliability of assessment | In Practice | Resources Students often take their cues about what they need to learn more from assessment than from teaching. Helping students understand the different forms of assessment is part of the process of guiding them through the transition to the postsecondary environment. With the range of assessment methods available in learning and teaching, it is important that students understand what is expected of them and how to achieve the results to which they aspire by providing a clear and transparent explanation of the method used. It may be useful to discuss different forms of assessment, including formative and summative, in group tutorials. It is also important to advise students what constitutes unfair means in assessment, for example, plagiarism or collusion, and help them develop good academic practice. 1. 2. 3. 4. 5. 6.
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IDEA: Kath Murdoch strategies for integrated learning | SmartPrimaryEd What is integrated learning? ** If you are interested in activities and strategies to use during inquiries, please also see: Making thinking visible, Thinking routines 1, Thinking routines 2 and Thinking routines 3. You can see more from Kath Murdoch on the post: IDEA: Kath Murdoch and Inquiry Learning An integrated curriculum is a way to teach students that attempts to break down barriers between subjects and make learning more meaningful to students. An advantage being the value of helping students to make connections within and across learning areas. Kath Murdoch’s inquiry-based Framework for a sequence of activities and some strategies that you can plan to utilise when you teach your inquiry: * tuning in Tuning in: * finding out Finding out: * sorting out Sorting out: Through dance and drama Free movementFreeze frameMimeThe conscience gamePuppet playsRole-playTalk showsSimulations Through media and visual arts Through mathematics Through music Through english * going further Going further:
Feedback and feed forward What are the issues? There is a considerable body of research around the role of feedback in supporting learning and evidence of what constitutes good and effective practice. Nevertheless our 2012 study of the assessment and feedback landscape (pdf) found that approaches to feedback in universities and colleges remained extremely diverse. Issues include: Timeliness of feedback in relation to informing future assignmentsQuality of feedback in relation to supporting future developmentInconsistent approaches even within a single moduleFeedback not stored so that it is accessible to staff and students. This guide draws on our body of work around assessment and feedback. Towards longitudinal development Longitudinal development involves a shift from assessment of learning to assessment for learning. With a longitudinal approach, feedback is seen as more developmental and less corrective and short term. The concepts of feedback, feed forward and ipsative approaches are key: Find out more?
A Map of Learning Theory Concepts, Theorists, Paradigms and Disciplines Learning theory is complex, and while the graphic below may initially seem to reinforce that idea, it actually makes a complicated topic very digestible. Richard Millwood is an assistant professor at Trinity College Dublin, and he also runs Core Education, a nonprofit that helps schools use technology for better learning outcomes. As part of his work for the HoTEL Project (Holistic Approach to Technology Enhanced Learning), Millwood created this guide to learning theories. On his blog, Millwood describes his motivation to collect information and resources about learning theories featured in the map: Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. Check out the graphic below, and click here for the interactive version.
Inquiry Pedagogy - 21st Century HSIE What is Inquiry Pedagogy? Pedagogy is defined as “any conscious activity by one person designed to enhance learning in another” (Watkins & Mortimer, 1999, p. 3). Inquiry pedagogy therefore, is based around a set of teaching and learning strategies that involve student-centred research and investigation that encourages metacognitive thought processes, discussion and collaboration. Carroll defines Inquiry Pedagogy as an understanding about society and its interactions that "requires us to seek out knowledge as well as apply historical skills to determine why events occurred and what motivated the people to take the action they took" (2012). References:Carroll, K. (2012). What does Inquiry Learning look like? Inquiry learning is based on constructivist theory, where learning is seen as a social process involving a mutual exploration of ideas through experiences and language (Cross, 1996). Alternate inquiry models include TELSTAR, the Action Research Model and Integrating Socially.
360 Degree Feedback: The Good, the Bad, and the Ugly Want to make people happy? Anxious? Care to create an uproar in your organization? Want to stir up all of the dormant fear hidden just below the surface in your organization? Wrong. we're talking about organizations that do a poor job of introducing and implementing 360 degree or multi-rater feedback. Nothing raises hackles as fiercely as a change in performance feedback methods, especially when they affect compensation decisions. What Is 360 Degree Feedback? 360 degree feedback is a method and a tool that provides each employee the opportunity to receive performance feedback from his or her supervisor and four to eight peers, reporting staff members, coworkers, and customers. 360 degree feedback allows each individual to understand how his effectiveness as an employee, coworker or staff member is viewed by others. The feedback provides insight into the skills and behaviors desired in the organization to accomplish the mission, vision, and goals and live the values.
Sensory Systems that Make up the Learning Hierarchy of a Strong Academic Foundation - Integrated Learning Strategies This article contains information regarding important sensory systems and the learning hierarchy that comes from developing each one. Affiliate links are included for your convenience. Whether a child is using his or her hands to write, ears to listen, eyes to read, or their entire body to play sports, they can execute and learn best when they are active and using all of their senses to the fullest. To build a strong foundation for learning, we must ensure our child’s sensory systems are developing properly for cognitive development and sensory integration. The Hierarchy of Learning The hierarchy of learning that impacts all five sensory systems used for developing a strong educational foundation are as follows: Vestibular SystemTactile SystemProprioceptive SystemVisual SystemAuditory System There are three systems that develop before further neurological building. Vestibular System When children tend to be sedentary, the vestibular system does not get a chance to properly develop.
Key Features - Nau mai haere mai The KEY FEATURES of Tony Ryan's Thinkers Keys Tony Ryan’s Thinker Keys are used in educational settings world-wide to help children think critically and creatively, encouraging children to think outside the square. These keys are a fantastic, innovative and practical resource helping teachers encourage students to think in different ways, providing students with “…strong coping mechanisms for their uncertain future” (Ryan, 1990, p.3) particularly as we live in an ever-changing world with an ever-changing curriculum.Tony Ryan (1990) stated how “…the majority of the Keys place emphasis upon the development of innovative and creative thinking” (p.2), and he has done this for the following reasons … 1. Creative thinking can be exciting and enjoyable. This active participation can then create a positive attitude towards the learning process. 2.
Formative assessment and self-regulated learning | The Journal of Education By Nathan Woods Formative assessment is not something that happens to learners after they have completed a learning activity. Rather, it is an ongoing, collaborative activity that supports students’ attempts to regulate their learning. This review brings together findings from academic literature on formative assessment and self-regulated learning, focusing specifically on how formative assessment strategies can support self-regulated learning during the forethought phase of self-regulation. The following keywords and their variations were used to search the ERIC database: “formative assessment” AND “self-regulation”. What is formative assessment? Formative assessment is an ongoing, collaborative activity that involves the gathering and use of information to enhance learning and teaching (Rawlins & Leach, 2014; Smith, 2010; William, 2011). What is self-regulated learning? Formative assessment and self-regulated learning: The forethought phase of self-regulated learning: Conclusions:
From sexual liberation to liberation from sex Young people are forever shocking their elders, and elders, however shocking they themselves may have been to their own elders once upon a time, never fail to play their generation’s perennial role of shocked onlookers to shocking youthful behavior of one sort or another. Not very long ago, well within living memory, parents found their children’s sexual behavior shocking. Sex was so open, so free, so ubiquitous, so uninhibitedly taken for granted. No hiding, no guilt, no confining it against nature within institutional straitjackets like marriage. Half a century later, kids are still shocking and elders still shocked, but for shockingly different reasons. The Asahi Shimbun has lately been running a series of reports on what it’s like to be 18 in a country no longer young. The first two may go some way toward explaining the third. Parents. But they have met. Take bathing. What’s wrong with it? A separate article in the Asahi series looks at another aspect of parent-child intimacy.