Final Entry

And.. finally, this is my final entry for my ejournal…..

I would like to start off by saying Thank you to Teacher Malou for her patience and her reminders of the tasks submitted for this course.

As what we have learned, assessment is a central element in the overall quality of teaching and learning. Well-designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practise and receive feedback.

The relationship between assessment practices and the overall quality of teaching and learning is often underestimated, yet assessment requirements and the clarity of assessment criteria and standards significantly influence the effectiveness of student learning. Carefully designed assessment contributes directly to the way students approach their study and therefore contributes indirectly, but powerfully, to the quality of their learning.

We know that the typical multiple-choice and short-answer tests aren’t the only way, or necessarily the best way, to gauge a student’s knowledge and abilities. Other institutions are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding. These rigorous, multiple forms of assessment require students to apply what they’re learning to real world tasks. These include standards-based projects and assignments that require students to apply their knowledge and skills, such as designing a building or investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to facilitate a fair and consistent evaluation of student work; and opportunities for students to benefit from the feedback of teachers, peers, and outside experts.

One of the important realizations I have in learning this course is that assessment should be tailored to a specific purpose and should be reliable, valid, and fair for that purpose. Assessments designed for one purpose are not necessarily valid if used for other purposes. Assessment is therefore a potent strategic tool for educators with which to spell out the learning that will be rewarded and to guide students into effective approaches to study. Equally, however, poorly designed assessment has the potential to hinder learning or stifle curriculum innovation.

Sample Math Rubric

math_rubric

Characteristics of Rubrics

 

http://www.teachersfirst.com/lessons/rubrics/characteristics.cfm

 

Why Use Rubrics?

When we consider how well a learner performed a speaking or writing task, we do not think of the performance as being right or wrong. Instead, we place the performance along a continuum from exceptional to not up to expectations. Rubrics help us to set anchor points along a quality continuum so that we can set reasonable and appropriate expectations for learners and consistently judge how well they have met them.

• Well-designed rubrics increase an assessment’s construct and content validity by aligning evaluation criteria to standards, curriculum, instruction, and assessment tasks.
• Well-designed rubrics increase an assessment’s reliability by setting criteria that raters can apply consistently and objectively.
• Evaluating student work by established criteria reduces bias.
• Identifying the most salient criteria for evaluating a performance and writing descriptions of excellent performance can help teachers clarify goals and improve their teaching.
• Rubrics help learners set goals and assume responsibility for their learning—they know what comprises an optimal performance and can strive to achieve it.
• Rubrics used for self- and peer-assessment help learners develop their ability to judge quality in their own and others’ work.
• Rubrics answer the question “Why did I/my child get a B on this project?”
• Learners receive specific feedback about their areas of strength and weakness and about how to improve their performance.
• Learners can use rubrics to assess their own effort and performance, and make adjustments to work before submitting it for a grade.
• Rubrics allow learners, teachers, and other stakeholders to monitor progress over a period of instruction.
• Time spent evaluating performance and providing feedback can be reduced.
• When students participate in designing rubrics, they are empowered to become self-directed learners.
• Rubrics help teachers move away from subjective grading by allowing them and others, including students themselves, to assess work based on consistent, often agreed upon, and objective criteria.

(Fiderer, 1999; Goodrich Andrade, 1997; SRI International-Center for Technology in Learning, 1997-2002; Eighmey’s Think Tank; Kasman Valenza, 2000; TeacherVision.com, 2000-2002; Tedick, 2002)

 

 

Alignment Snips

Gamifying Student Engagement | Edutopia

Educators are constantly looking at new methods to provide their students with the knowledge and resources they need to succeed in their educational ventures. Gamification is one popular method popping up in many classrooms and one-shot instructions.

Gamifying Student Engagement | Edutopia.

 

 

 

Principles can drive gamification in learning: ( From http://www.upsidelearning.com/blog/index.php/2012/11/14/gamification-in-learning/)

1. Provide ways for users to ‘show’ status
2. Provide a way for users to compare and rank their relative performance
3. Provide clear levels for user progression
4. Include elements that encourage competition
5. Provide digital immersion to the best extent possible
6. Allow for sharing and personalization

Modules 4-6

4 Implications of assessment on learning

4.1 HANDOUT Implications of assessment

5 Alternative Assessments

What is Authentic Assessment_ (Authentic Assessment Toolbox)

What is performance based assessment

Why Use Authentic Assessment_ (Authentic Assessment Toolbox)

6 Examples of Alternative Assessments

Modules 1-3

module 1 EDS 113 Search Cite Define Clarify 2013

module 2 EDS 113 Alignment 2013

02.1 Formative Assessment Strategies

02.2 Formative Assessment Strategies 2

02.3 Improve-learning-through-formative-assessment

02.4 Types of Formative Assessment

3.1 MODULE Assessment OF Learning

3.1.1 HANDOUT-First Stesps in Knowing Our Assessments-Assessment OF Learning

3.2 MODULE Assessment FOR Learning

3.2.1 Webcast and Viewing Guide – Alternative Assessment

3.3 MODULE Assessment AS Learning

Earl – Rethinking Classroom Assessment with Purpose in Mind 1-

Assessment primer link

assesment primer

E-Journal Final Entry

And.. finally, this is my final entry for my e journal…..

I would like to start off by saying Thank you to Teacher Malou for her patience and her reminders of the tasks submitted for this course.

As what we have learned, assessment is a central element in the overall quality of teaching and learning. Well-designed assessment sets clear expectations, establishes a reasonable workload (one that does not push students into rote reproductive approaches to study), and provides opportunities for students to self-monitor, rehearse, practise and receive feedback.

The relationship between assessment practices and the overall quality of teaching and learning is often underestimated, yet assessment requirements and the clarity of assessment criteria and standards significantly influence the effectiveness of student learning. Carefully designed assessment contributes directly to the way students approach their study and therefore contributes indirectly, but powerfully, to the quality of their learning.

We know that the typical multiple-choice and short-answer tests aren’t the only way, or necessarily the best way, to gauge a student’s knowledge and abilities. Other institutions are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding. These rigorous, multiple forms of assessment require students to apply what they’re learning to real world tasks. These include standards-based projects and assignments that require students to apply their knowledge and skills, such as designing a building or investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to facilitate a fair and consistent evaluation of student work; and opportunities for students to benefit from the feedback of teachers, peers, and outside experts.

One of the important realizations I have in learning this course is that assessment should be tailored to a specific purpose and should be reliable, valid, and fair for that purpose. Assessments designed for one purpose are not necessarily valid if used for other purposes. Assessment is therefore a potent strategic tool for educators with which to spell out the learning that will be rewarded and to guide students into effective approaches to study. Equally, however, poorly designed assessment has the potential to hinder learning or stifle curriculum innovation