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Given class sizes, teaching loads, and a host of other academic responsibilities, many teachers feel as though multiple-choice tests are the only viable option. Their widespread use justifies a regular review of those features that make these tests an effective way to assess learning and ongoing consideration of those features that compromise how much learning they promote. 
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Choosito is a neat search engine for students and teachers to use to find websites based on reading level. It also includes a number o
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When people think of assessment, pencils and bubble sheets may be the first things that come to mind. Assessment does not always have to involve paper and pencil, but can instead be a project, an observation, or a task that shows a student has learned the material.
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Rubrics for Assessing Wikis, Blogs, Podcasts, and Digital Portfolios https://t.co/neIRTREFoC #NoVAedchat #vste #edtech #pwcsedchat
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By Stuart Udall - Education leaders are catalyzing innovative approaches to assessment that encourage a connection to deeper learning.
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There has been much consternation in recent weeks about the amount of standardised testing the British government is determined to impose upon English school children. Children don't learn any more or any better because of standardised testing, unless there is feedback on how they can improve. But SATs seem to be the weapon of choice for many governments across the globe. It seems that little else matters but the metrics by which our political masters judge our schools. At a recent head teachers conference, one of the most astute comments was 'you can assess without testing.' There are many ways to assess, and here are seven:
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Students need feedback often and creating a system by rubber stamping work can provide visible and immediate proof of student progress.
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To assesss what your learners and employees learned from your training, trainers usually use quizzes, like multiple choice, but are they the most effective?
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REAP [Re-engineering Assessment Practices in Higher Education] site. This section provides a copy of all the papers in the REAP resources section as well as papers relevant to the PEER project.. There are also links to other websites on assessment and feedback and othe useful resources. Readers should also exammine other sections of the webstie where resources are embedded in the web pages
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The AACTS tool is a an online tool for developing student's critical thinking through authentic assessment.The tool can be self authored to enable discipline specific assessments.
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To assess your students' ongoing awareness of what and how they're learning, consider using cameras, screenshots, video, and screencasting as everyday classroom tools.
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I was recently team-teaching and my colleague was speaking to our students about how they should use the Module Learning Outcomes and Pass Descriptors to inform their work and used the phrase “allowing you to experience success”. There was a slight buzz of conversation in the room and I overheard a few students muttering ‘I didn’t know they could do that’ and (bearing in mind these are trainee teachers) ‘have you ever done that with your learners?’.
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Classroom Assessment Techniques, or CATs, are simple ways to evaluate students’ understanding of key concepts before they get to the weekly, unit, or other summative-type assessment (Angelo & Cross, 1993). CATs were first made popular in the face-to-face teaching environment by Angelo and Cross as a way to allow teachers to better understand what their students were learning and how improvements might be made in real time during the course of instruction. But the same principle can apply to online teaching as well.
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Ideally, scores and grades reflect a student’s learning of a particular body of content, content we intended them to learn. Assessments (e.g., tests, quizzes, projects, and presentations) that are haphazardly constructed, even if unintentionally, can result in scores and grades that misrepresent the true extent of students’ knowledge and leave students confused about what they should have been learning. Fortunately, in three easy steps, test blueprinting can better ensure that we are testing what we’re teaching.
Elizabeth E Charles's insight:
Importance of learning outcomes and objectives.
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Much can be learned about the culture of teaching in our courses, departments, and institutions through descriptive analysis of course syllabi.
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I sat through a one hour talk (lecture) on plagiarism this week, where the speaker (University plagiarism bod), showed not a single citation but plenty of anecdotal bullet points. There was even a bit of plagiarism from another plagiarism expert. As the old adage goes, when students copy, it is plagiarism; academics call it research.
What threw me was the complete absence of any critical thought around the nature of the problem. This is a cat and mouse game, where predictable, often identical assignments (largely long-form essays) are set, students procrastinate, share, cut and paste and increasingly purchase essays, only to wait sometimes weeks for often sparse feedback and a solitary grade.
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Performance-based assessments share the key characteristic of accurately measuring one or more specific course standards. They are also complex, authentic, process/product-oriented, open-ended, and time-bound.
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What’s been left out of the conversation about flipped classrooms, however, is why and how we might also need to flip our assessment practices.
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An APA group has condensed the scientific literature into an easy-to-use resource for PreK–12 teachers.
Psychological science has much to contribute to enhancing teaching and learning in the everyday classroom by providing key insights on: * Effective instruction. * Classroom environments that promote learning. * Appropriate use of assessment — including data, tests, measurement and research methods that inform practice. We present here the most important principles from psychology — the Top 20 — that would be of greatest use in the context of pre-K to 12 classroom teaching and learning. We encourage consideration and practice of the Top 20 throughout all teacher preparation programs to ensure a solid foundation of psychological knowledge in pre-K to 12 instruction
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What eLearning Professionals should know about Formative Assessment? Check the 6 Types of Formative Assessment and 4 Tips To Use Formative Assessment.
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Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.
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Assessment is an important part of any course. We want to make sure that our methods are working and learners are learning things (correctly!). One of the things that I love about the blended and f...
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Reshan Richards discusses the use of Explain Everything & iPads to build a Qualitative Formative Assessment Toolkit. Via Beth Dichter, Miloš Bajčetić, WebTeachers
Kimberly House's curator insight,
February 22, 2015 12:53 PM
Good reminders for teachers with iPads! |
