The document outlines the agenda for two faculty development sessions on best practices in assessment techniques. Session 1 will cover topics such as common assessments, the role of feedback, formative assessment techniques, and differentiating assessments. Session 2 will focus on why rethinking assessment is important given changes in schools, controversial practices like allowing retakes, and removing penalties from assessments. The document also provides an overview of an EARCOS workshop on making classroom assessment a priority and using it to improve student learning.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
John Horton (University of Northampton) describes how a group field work can be integrated into assessment and findings fed back to policy maker in a useful and valuable way. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
The panel on information literacy instruction assessment conducted by the Kennesaw State University Library system librarians at the Georgia International Information Literacy Conference
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn: A recipe for successRichard Stals
So much of the current discussion around Learning Analytics seems to be caught up in the realm of Big Data that informs the top executives and decision makers who are shaping institution-wide strategies. While these kinds of topics need to be explored, truly significant and transformative uses of learning analytics can be had at the grassroots level of the teacher and student.
This session will look at how Edith Cowan University is using Blackboard Analytics for Learn to empower staff and students with their own data, allowing them to make informed and timely decisions in their own teaching and learning journeys.
We will explore how learning analytics data enables staff to do things like identify and support students at risk of disengaging from the course early, monitor how students are actually engaging in their course and collect real evidence on student interactions that informs a continual process of improvement in learning design and resources.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
John Horton (University of Northampton) describes how a group field work can be integrated into assessment and findings fed back to policy maker in a useful and valuable way. This presentation was part of the HEA-funded project “Innovation in the Assessment of Social Science Research Methods in UK HEIs”. The project was led by Luke Sloan, Cardiff University.
The panel on information literacy instruction assessment conducted by the Kennesaw State University Library system librarians at the Georgia International Information Literacy Conference
Australian university teacher’s engagement with learning analytics: Still ea...Blackboard APAC
This session reports the results of a recent OLT-funded national exploratory study addressing the relevant factors and their impact when implementing learning analytics for student retention purposes. The project utilised a mixed-method research design and yielded a series of outputs, including the development of a non-technical overview of learning analytics, focusing on linking the fields of student retention and learning analytics resulting in an institution level survey focusing on sector readiness and decision making relating to utilising learning analytics for retention purposes. An academic level survey was administered to academic staff exploring their progress, aspirations and support needs relating to learning analytics. Follow-up interviews expanded on their experiences with learning analytics to date. An evidence-based framework was developed, mapping important factors affecting learning analytics decision making and implementation. This was illustrated by a suite of five case studies developed by each of the research partner institutions detailing their experiences with learning analytics and demonstrating why elements in the framework are important. These findings were shared and tested at a National Forum in April 2015.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Main Entry: com·mu·ni·ca·tion
Pronunciation: \kə-ˌmyü-nə-ˈkā-shən\
Function: noun
Date: 14th century
1 : an act or instance of transmitting
2 : a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior
3 : a technique for expressing ideas effectively
Main Entry: 1ex·pe·ri·ence
Pronunciation: \\ik-ˈspir-ē-ən(t)s\\
Function: noun
Etymology: Middle English, from Anglo-French, from Latin experientia act of trying, from experient-, experiens, present participle of experiri to try, from ex- + -periri (akin to periculum attempt) — more at fear
Date: 14th century
1: direct observation of or participation in events as a basis of knowledge
2 : the conscious events that make up an individual life
3 : something personally encountered, undergone, or lived through
Main Entry: en·vi·ron·ment
Pronunciation: \\in-ˈvī-rə(n)-mənt, -ˈvī(-ə)r(n)-\\
Function: noun
Date: 1827
1: the circumstances, objects, or conditions by which one is surrounded
2: the aggregate of social and cultural conditions that influence the life of an individual or community
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
A new evaluation system for std. 1 to 8 called Continuous Comprehensive Evaluation has been introduced in the state of Maharashtra-India from 20-08-2010.
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
1. BEST PRACTICES IN ASSESSMENT TECHNIQUES
Oct. 18 SFS Faculty sessions
Content:
Range of topics that we could take a look at: as you requested. Some of these will be
repeated to some degree on the full EARCOS day so just keep that in mind as we
design these sessions. And really just about anything related to assessment that is on
their minds I can work with them on...
Common assessments - purpose, design features, practical examples
Feedback - the neuroscience, how it is now the most essential factor and how that
impacts day to day instructional;/assessment practice
Critical role of context in assessment
Formative ( ongoing) assessment techniques, including how we record evidence and
what we do with the recorded evidence
A review of the five types of assessment tools and when each is most useful
Differentiating assessment - when and how although this requires some background in
the 5 types and practice with aligning with standards; Assessing 21st. Century skills
Evaluation strategies - the use of narrative rubrics, criteria, grades - when each is
Organisation
8:00 – 10:00 Session 1 ES/ BS KS1/2
10:00-10:30 Break
10:30 – 12:30 Session 2 MS/ BS KS 3
12:30 – 1:30 Lunch
1:30- 3:30 Session 3 HS
2. EARCOS DAY Oct 19, 20 BEST PRACTICES IN ASSESSMENT TECHNIQUES
Suggested write up
Oct 19: 8:00- 12:00 EARCOS Workshop; (30-40 participants) SFS attendees to
have release time
1:00 -4:00 pm Whole Faculty (and some EARCOS participants)
Why Rethink Assessment?
Teachers have been assessing students since the invention of 'schooling'? What's
changed? Why all the focus these days on this age-old concept? Plenty. In this this
session we will explore 4-5 of the major reasons that schools worldwide are spending
their resources to doing a better job of collecting and using evidence of learning and
begin the journey from theory to practice.
Controversial but essential practices that are HIGH LEVERAGE such as always
providing second and third opportunities; the notion of removing the culture of penalty;
homework as NOT an assessment;
Grading: ( I know you are focusing on this the following year but it is often hard to
avoid as it is an integral practice in most schools)
Oct 20 EARCOS Workshop(30-40 participants)
Classroom Assessment Really Matters: Getting it right
There is now compelling evidence that classroom assessment practices can have a
dramatic impact on student achievement. The idea that assessment is our most
essential toolkit in improving learning is firmly established. In international schools,
where little benchmarking data is available, an effective classroom-based assessment
program is even more critical.
Through a series of interactive, practical activities participants will be introduced to
several classroom-based assessment practices which are designed to use the
assessment process to improve, rather than simply audit student learning.
Participants will also explore where assessment fits in the bigger picture of curriculum, and what
practices are critical in the international school classroom. We will explore the research and practice
related to:
• Aligning the 5 major types of assessment with outcomes to ensure
learning evidence is accurate and usable for guiding instruction
• The role of contextual assessment as a ‘summative' assessment tool
• The now ESSENTIAL practice of giving effective feedback
• The HUGE role of 'ongoing' or formative assessment tools in
improving learning and its relationship to summative assessment
• Evaluation tools that support learning
Most suitable for teachers of grades 3 and above