This presentation is for my Principles of University Learning course at CQU. It aims to answer the critical question - Should group tasks be included in tertiary education? Is the grading for these types of assessments fair?
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
1) The study explores how adding game elements ("gamification") to a college classroom affects self-reported student participation. Gamification provides an engaging framework that seeks to increase learner agency and incentivize behaviors.
2) Literature suggests current assessment focuses too much on performance and grades, diminishing learning. Alternative approaches like cooperative learning and problem-based learning increase engagement by emphasizing mastery over completion.
3) For learning to occur, students must take on "virtual identities" related to course material. Gamification allows students to manipulate identities, leading to increased effort and participation.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
20151107 - The Influences on Motivation in Online Educational EnvironmentsWilliam Harding
This document summarizes a research paper on the influences on student motivation in online educational environments. It discusses five key components that impact motivation: the student, instructor, educational content, teaching methods, and learning environment. It proposes that instructors play the most important role by expressing prosocial behaviors, clearly communicating expectations, and creating engaging content and environments. The paper also notes limitations, such as instructors lacking technology skills or the ability to implement all proposed solutions. Overall, it concludes that instructors must be properly trained to positively influence student motivation and reduce attrition in online programs.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
A new entrant into online professional learning (Professional Educator, The I...Steven Kolber
A new entrant into online professional learning (Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23) - Steven Kolber
Professional Educator, The Issue Edition, 2020 Edition 1, Volume 23
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
16 Teaching feedback quotes for professional developmentSteven Kolber
16 Teaching feedback quotes for professional development, to get teachers comparing, contrasting and discussing different purposes for feedback and written comments, such as Reporting, reports, report writing and similar
1) The study explores how adding game elements ("gamification") to a college classroom affects self-reported student participation. Gamification provides an engaging framework that seeks to increase learner agency and incentivize behaviors.
2) Literature suggests current assessment focuses too much on performance and grades, diminishing learning. Alternative approaches like cooperative learning and problem-based learning increase engagement by emphasizing mastery over completion.
3) For learning to occur, students must take on "virtual identities" related to course material. Gamification allows students to manipulate identities, leading to increased effort and participation.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
20151107 - The Influences on Motivation in Online Educational EnvironmentsWilliam Harding
This document summarizes a research paper on the influences on student motivation in online educational environments. It discusses five key components that impact motivation: the student, instructor, educational content, teaching methods, and learning environment. It proposes that instructors play the most important role by expressing prosocial behaviors, clearly communicating expectations, and creating engaging content and environments. The paper also notes limitations, such as instructors lacking technology skills or the ability to implement all proposed solutions. Overall, it concludes that instructors must be properly trained to positively influence student motivation and reduce attrition in online programs.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
This study examined differences in faculty motivation to participate in faculty development programs across four institution types. The results showed that full-time faculty attended more development activities than part-time faculty. Preferred formats included books/videos and short workshops. Motivations to attend included improving teaching and activities related to technology. The top obstacles were lack of time and financial support, which differed by institution type.
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
This document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and outlining the lecture. It then explores the educational and social psychological dimensions of collaborative learning. Specifically, it examines how social interaction affects individual and group learning outcomes. It also analyzes factors that influence group work, such as group formation, cohesion, roles and interdependence. Finally, it discusses challenges in group work like social loafing and provides strategies to enhance positive group processes and avoid free-riding.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Jumping Hurdles to Technology IntegrationLisa Durff
This document summarizes a presentation about overcoming barriers to technology integration in education. The presentation discusses how teachers face internal and external barriers to technology use in the classroom. It reviews literature identifying these barriers and a study that examined how some teachers successfully overcame attitudinal, social/cultural, and pedagogical barriers. The study found teachers did so through adapting technology skills, peer support, training, having appropriate resources, and valuing technology. Administrators can help by providing development, support, time for skills to evolve, and encouraging new instructional approaches.
Teacher evaluations as pathways for professional growthLearning Forward
See how teacher teams transformed an old evaluation system relying on sole administrator observations to one that incorporates comprehensive, meaningful reviews that involve multiple measures of teacher performance designed to promote teacher learning and growth.
This document summarizes research on different approaches to evaluating teaching quality, including Student Evaluation of Teaching (SET), Peer Observation of Teaching (POT), and Peer Observation of Review (POR). It argues that SET is unreliable and focuses more on instructor personality than actual learning. POT and POR were introduced as alternatives, but faculty still saw them as evaluative and threatening. The document advocates for a reflective approach to POT that ensures quality enhancement without anxiety or resistance from faculty. It discusses different POT models and argues they still involve administrative evaluation, when faculty want evaluation removed from promotion decisions to freely enhance self-learning.
ILA presentation on leadership as praxisEric Kaufman
Leadership scholars have called for public leadership research to go beyond the traditional case study method, yet there is limited guidance on how to enact such research. This session will highlight praxis-oriented leadership research, through the lens of Raelin’s (2019) leadership-as-practice (L-A-P) framework. We will draw upon insights from a multi-year cooperative agreement with the Department of Defense Education Activity (DoDEA), as they worked to restructure and enhance the organization’s leadership. Reflection upon the experience yields a more clear vision for public leadership research that embodies mutual learning, deep understanding, and collaborative action—for the betterment of all involved.
The document discusses three frameworks for collaborative leadership: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on analyzing student work together and using common assessments. CoPs are defined by shared interests and learning from each other to improve practice. CFGs emphasize constructive peer feedback and identifying gaps in teaching practice. The team chose a CoP framework because it does not focus on assessments and data, but instead focuses on sharing strengths to improve technology knowledge across the school.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing a research-based theory of action for instructional leadership. The program includes 16 seminars based on national leadership standards, a 720-hour internship, and ongoing assessments. It emphasizes collaboration and social justice and prepares students for doctoral programs and superintendent roles.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Graded Assessment – Myth Or Fact Ppt Jan 2k10KeithH66
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics and exemplars to transparently assess performance. Assessment tasks should authentically measure important learning goals through scenario-based problems requiring demonstration of skills rather than just testing. Feedback should focus on improvement.
E:\T&La Special Projects\Computer Engineering & Applied Science\Grade...guest3f9d24
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics, exemplars, and feedback to clearly communicate assessment standards and help students improve. Developing high-quality graded assessment requires consideration of learning outcomes, teaching activities, assessment tasks, grading schemas, and validation processes.
Instructional Design Presentation For Thunder Training 2009Lisa Taylor
The document discusses instructional design (ID) for distance learning. It presents the CORE ID framework for online instruction, which includes criterion referencing and strategic planning, organizing content and delivery, and requiring learner participation and evaluating processes and outcomes. Key instructional design models and learning theories that inform the framework are also summarized, including Gagne's nine events of instruction, Bloom's taxonomy, Bruner's constructivism, Bandura's social learning theory, and Vygotsky's zone of proximal development.
This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
The document discusses preparing for end-of-year summative assessments. It notes that while it is difficult to believe, it is time to wrap up the school year, which means preparing students for summative assessments. Summative assessments are used to evaluate student learning and achievement at the end of a unit or school year. Effective preparation is important to help students feel ready to demonstrate what they have learned.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
1. The document summarizes a presentation on the Community of Inquiry (CoI) framework, which examines the elements of online learning experiences through teaching, social, and cognitive presence.
2. It provides details on developing instruments to measure each presence, including categories and sample survey items.
3. Research studies are cited that examine the relationships between teaching and social presence and sense of online learning community. The results showed strong correlations between teaching presence elements and learning community scores.
The document summarizes research on the Community of Inquiry framework, which examines the elements of effective online learning through teaching, social, and cognitive presence. It provides an overview and discusses findings that teaching and social presence can predict cognitive presence and influence student satisfaction and learning. The research is ongoing to further understand the relationships between the presences and how to advance cognitive presence.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
This study examined differences in faculty motivation to participate in faculty development programs across four institution types. The results showed that full-time faculty attended more development activities than part-time faculty. Preferred formats included books/videos and short workshops. Motivations to attend included improving teaching and activities related to technology. The top obstacles were lack of time and financial support, which differed by institution type.
This presentation includes the most important features of the transformative curriculum proposed by Henderson and Hathowrne. It also includes a practical activity I designed for EFL teachers to see how the 3 kinds of learning can be promoted.
This document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and outlining the lecture. It then explores the educational and social psychological dimensions of collaborative learning. Specifically, it examines how social interaction affects individual and group learning outcomes. It also analyzes factors that influence group work, such as group formation, cohesion, roles and interdependence. Finally, it discusses challenges in group work like social loafing and provides strategies to enhance positive group processes and avoid free-riding.
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Jumping Hurdles to Technology IntegrationLisa Durff
This document summarizes a presentation about overcoming barriers to technology integration in education. The presentation discusses how teachers face internal and external barriers to technology use in the classroom. It reviews literature identifying these barriers and a study that examined how some teachers successfully overcame attitudinal, social/cultural, and pedagogical barriers. The study found teachers did so through adapting technology skills, peer support, training, having appropriate resources, and valuing technology. Administrators can help by providing development, support, time for skills to evolve, and encouraging new instructional approaches.
Teacher evaluations as pathways for professional growthLearning Forward
See how teacher teams transformed an old evaluation system relying on sole administrator observations to one that incorporates comprehensive, meaningful reviews that involve multiple measures of teacher performance designed to promote teacher learning and growth.
This document summarizes research on different approaches to evaluating teaching quality, including Student Evaluation of Teaching (SET), Peer Observation of Teaching (POT), and Peer Observation of Review (POR). It argues that SET is unreliable and focuses more on instructor personality than actual learning. POT and POR were introduced as alternatives, but faculty still saw them as evaluative and threatening. The document advocates for a reflective approach to POT that ensures quality enhancement without anxiety or resistance from faculty. It discusses different POT models and argues they still involve administrative evaluation, when faculty want evaluation removed from promotion decisions to freely enhance self-learning.
ILA presentation on leadership as praxisEric Kaufman
Leadership scholars have called for public leadership research to go beyond the traditional case study method, yet there is limited guidance on how to enact such research. This session will highlight praxis-oriented leadership research, through the lens of Raelin’s (2019) leadership-as-practice (L-A-P) framework. We will draw upon insights from a multi-year cooperative agreement with the Department of Defense Education Activity (DoDEA), as they worked to restructure and enhance the organization’s leadership. Reflection upon the experience yields a more clear vision for public leadership research that embodies mutual learning, deep understanding, and collaborative action—for the betterment of all involved.
The document discusses three frameworks for collaborative leadership: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on analyzing student work together and using common assessments. CoPs are defined by shared interests and learning from each other to improve practice. CFGs emphasize constructive peer feedback and identifying gaps in teaching practice. The team chose a CoP framework because it does not focus on assessments and data, but instead focuses on sharing strengths to improve technology knowledge across the school.
This document summarizes research on formative assessment and motivation. It discusses how formative assessment can improve student motivation by fostering autonomy, relatedness, and competence. Formative assessment encourages self-directed learning and provides feedback to help students improve. When implemented properly with teacher support and opportunities for social interaction, formative assessment can enhance students' self-esteem and engagement by addressing their psychological needs. The document reviews several motivation theories and how formative assessment aligns with socio-cultural perspectives on the development of interest and engagement in learning.
1. Group work is an important skill, but there are ethical issues when done online. Common problems include students not knowing how to work together, construct knowledge collectively, and difficulties assessing individuals.
2. These issues occur because students lack skills for group work, but teaching collaboration over time through less and more complex activities can help build those skills.
3. Instructors must provide guidelines for self-evaluation and peer assessment to ensure participation and fairness when grading individuals in a group.
The Washington State University Superintendent Certification Program is a two-year cohort program offered at four sites across the state. It focuses on developing a research-based theory of action for instructional leadership. The program includes 16 seminars based on national leadership standards, a 720-hour internship, and ongoing assessments. It emphasizes collaboration and social justice and prepares students for doctoral programs and superintendent roles.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Graded Assessment – Myth Or Fact Ppt Jan 2k10KeithH66
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics and exemplars to transparently assess performance. Assessment tasks should authentically measure important learning goals through scenario-based problems requiring demonstration of skills rather than just testing. Feedback should focus on improvement.
E:\T&La Special Projects\Computer Engineering & Applied Science\Grade...guest3f9d24
Graded assessment in vocational and higher education aims to provide pathways for further education and a measure of academic excellence. It should be criterion-referenced based on competencies and use scoring rubrics, exemplars, and feedback to clearly communicate assessment standards and help students improve. Developing high-quality graded assessment requires consideration of learning outcomes, teaching activities, assessment tasks, grading schemas, and validation processes.
Instructional Design Presentation For Thunder Training 2009Lisa Taylor
The document discusses instructional design (ID) for distance learning. It presents the CORE ID framework for online instruction, which includes criterion referencing and strategic planning, organizing content and delivery, and requiring learner participation and evaluating processes and outcomes. Key instructional design models and learning theories that inform the framework are also summarized, including Gagne's nine events of instruction, Bloom's taxonomy, Bruner's constructivism, Bandura's social learning theory, and Vygotsky's zone of proximal development.
This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
The document discusses preparing for end-of-year summative assessments. It notes that while it is difficult to believe, it is time to wrap up the school year, which means preparing students for summative assessments. Summative assessments are used to evaluate student learning and achievement at the end of a unit or school year. Effective preparation is important to help students feel ready to demonstrate what they have learned.
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
This document provides an overview of authentic assessment and compares it to traditional assessment. Some key points:
- Authentic assessment measures skills like problem-solving and collaboration through real-world tasks, unlike traditional assessments which focus on memorization.
- It allows students to demonstrate deep understanding and skills needed in adult life. Assessments include tasks like writing letters which are evaluated using rubrics.
- Authentic assessment is meant to be more valid and reliable than traditional tests by reflecting complex, applied knowledge. However, it also has weaknesses like increased costs and time requirements.
- While authentic assessment is increasingly popular, the document argues a balanced approach using both authentic and traditional methods provides the most complete picture of student
This document discusses authentic assessment and its advantages over traditional assessment. It defines authentic assessment as evaluating students on meaningful tasks that simulate real-world situations. Some key points made include:
1) Authentic assessment allows students to demonstrate deep understanding and problem-solving skills through tasks like writing letters or conducting experiments, rather than just memorization.
2) It provides criteria-referenced evaluations rather than just norm-referenced comparisons to other students.
3) When done well, authentic assessment engages students more and provides valid inferences about their skills.
4) Both authentic and traditional assessments have roles to play in a balanced assessment program.
This document summarizes a study examining the effects of different methods of forming student groups for projects. The study analyzed student journals and surveys to understand their experiences from within the groups. Prior research primarily focused on performance outcomes, but this study provided insight into subtle social dynamics within groups. Key findings were that student-selected groups generally performed better, but instructor-assigned groups can perform well with the right composition and processes. The study findings provide guidance for instructors and students on effective group work.
AIT National Seminar with Chris Rust Emeritus Professor "Redesigning programm...AITLearningandTeaching
The document discusses redesigning programme assessment to better support student learning. It notes that assessment has a major influence on student learning and can undermine learning if not designed well. It outlines problems with current assessment practices, such as a lack of integration and focus on lower-order skills. Solutions proposed include less but better summative assessment linked to learning outcomes, more formative assessment, and developing students' assessment literacy. The document emphasizes the importance of constructive alignment between learning outcomes, teaching methods, and assessment to ensure coherence in student learning.
Formative assessment is an ongoing process that provides feedback during instruction to improve teaching and learning. It identifies what students have learned well and areas they need to work on. Examples of formatative assessment include asking questions in class, discussions, and assignments without grades. Summative assessment evaluates learning at the end of a period through tests and exams, which usually have grades. Both formative and summative assessments are important in the classroom, as one without the other is ineffective. Formative assessment in particular helps teachers adjust their instruction to meet student needs.
This document discusses different approaches to classroom assessment, including assessment for learning, self-assessment, peer assessment, dynamic assessment, and the link between assessment and theories of second language acquisition. It provides details on key aspects of each approach, such as the benefits of formative feedback and longer wait times in assessment for learning. Dynamic assessment is discussed as being interactionist and focused on mediated learning experiences to help students progress to the next stage. Issues around subjectivity in self-assessment and the need for training students are also summarized.
The document discusses various approaches to classroom assessment including assessment for learning, dynamic assessment, self-assessment, and peer assessment. It provides details on each approach and compares them with standardized testing. Assessment for learning focuses on formative assessment and using assessment to improve teaching and learning. Dynamic assessment is based on Vygotsky's sociocultural theory and involves teachers mediating learning through interaction. Self-assessment and peer assessment help students evaluate their own and others' work to identify gaps and improve learning.
The document summarizes the process undertaken by the Linguistics & English Language Department at Brigham Young University to create learning outcomes for their TESOL master's degree program. It provides background on the increased emphasis on learning outcomes in higher education accreditation. Key aspects of developing outcomes are discussed, including having a limited number, using clear and measurable verbs, focusing on disciplinary and institutional missions, and selecting appropriate assessment measures.
This document summarizes an approach taken by academics to embed the development of group work skills into an undergraduate Information Systems course. They designed two scaffolded assessment tasks that required students to work individually and collaboratively. For the first task, students worked individually to research and write about an issue, then received peer feedback. They formed groups to integrate their individual work into a single best group answer. For the second task, there was less scaffolding. Student feedback indicated that while they appreciated learning group work skills, they felt they needed more guidance on developing reasoning and argument structures.
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
An Investigation Into Students Perceptions Of Group AssignmentsJennifer Daniel
This document summarizes the key findings of a study on students' perceptions of group assignments at the University of Bedfordshire. The study analyzed feedback from a questionnaire of undergraduate and postgraduate students. Key findings include:
1) Students valued group assignments despite problems with unequal contributions from members. Benefits were recognized along with drawbacks.
2) A variety of communication strategies were used for group and individual assignments.
3) Students developed strategies for dealing with non-contributing team members, such as requiring meeting minutes.
The research underlined benefits of group work while suggesting ways to mitigate drawbacks, such as providing guidance on roles and contributions.
The document discusses different methods of summative assessment used to evaluate student learning and success in meeting intended learning outcomes. It provides examples of summative assessment types like exams, tests, essays, reports and presentations. It also discusses considerations around assessing creative practical projects and using qualitative assessment with holistic judgement. The document advocates for aligning assessment methods with learning outcomes and considering multiple assessment types.
Building Community in the Online Classroom through Group WorkLisa Johnson, PhD
The document discusses the design of a group project for an online classroom to build community. It outlines three primary design goals: 1) designing the project to accomplish something that cannot be done individually, 2) designing authentic assessments of course objectives using group work, and 3) clearly defining project goals, processes, and evaluation criteria. Key considerations discussed include overcoming individualism, assigned vs self-selected groups, timing, and the instructor's role as facilitator vs micromanager.
Authentic assessment_ An instructional tool to enhance students l.pdfFelizaGalleo1
This document summarizes a study that examined using authentic assessment as an instructional tool to enhance student learning in Pakistan. The researchers collected data through classroom observations, interviews, document analysis, and reflective diaries. They found that replacing traditional paper-and-pencil tests with authentic assessments resulted in more active participation from both teachers and students in the teaching and learning process. Students' higher-order thinking skills improved as they engaged in planning, research, and presenting their findings to the community. The use of rubrics to guide the authentic assessment was found to be effective for students and teachers.
Assessing Learning in Service-Learning Courses Through Critical Reflection.pdfEmma Burke
This document describes a model called the DEAL Model for assessing student learning through critical reflection in service-learning courses. The model utilizes student reflective writings to assess depth of learning and critical thinking skills. Results from implementing the model in two service-learning courses found that it was useful for documenting student learning, though students had more difficulty with higher-order thinking skills like evaluation and critical analysis. Upperclassmen demonstrated greater depth of learning and critical thinking compared to freshmen. The model shows potential as a rigorous tool for assessing learning outcomes in service-learning.
This document discusses assessing individual student learning within collaborative group projects. It begins by outlining the agenda, which includes confirming the definition of assessment, exploring issues with assessing individuals in groups, and considering possible strategies. It then discusses reasons for using group assessments, such as authentic tasks and opportunities to develop team skills. However, the document argues strongly against using group grades or assessments, providing seven key reasons: they are unfair; debase report cards; undermine motivation; convey the wrong message; violate individual accountability; are a source of resistance to cooperative learning; and may be challenged in court. The document advocates for individual accountability and assessing each student's learning and performance separately.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
Similar to Critical Question Presentation Kelly Wilkins S0185099 (20)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Critical Question Presentation Kelly Wilkins S0185099
1. Should group tasks be included in Tertiary assessment? Is the grading for group assessments fair? Kelly Wilkins – S0185099
2. Encarta Online Encyclopedia (2009) states that Assessment is “.. generally, to make a judgement on a person or situation based on available evidence. Educational assessment is similarly concerned with making judgements about student achievement and progress, although the evidence used has not always been the most reliable. Recently the purposes of assessment have also come to encompass encouraging the process of learning as well as measuring its outcomes—assessment for learning as well as assessment of learning. In this respect, a difference should be noted between what might be termed traditional “examinations”—usually timed, written tests taken under controlled conditions—and “educational assessment”—which can be carried out by a variety of means, including the collection of evidence of routine student performance produced under ordinary classroom conditions. Thus, assessment is generally taken to involve a more holistic and rounded set of activities than simply sitting one-off final examination papers.” Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
10. “team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students have been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students are forced to clarify and verbalize their problems, thereby facilitating solutions.” (Kearsley and Shneiderman, 1999)Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
11.
12. The main objections that are made regarding group tasks and assessment are:- Unfair group dynamics, Plagiarism is not as easy to detect, Enabling ‘freeloaders’ to gain higher grades for less work. Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
13. Lecturer or teacher to help choose group members. Students taking ownership of task Even spread of skill level Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
16. Plagiarism is more commonly a misunderstanding of referencing or copyright lawsShould group tasks be included in tertiary assessment? Is the grading for group assessments fair?
17.
18. “Freeloading happens when students in the group benefit from the work of others, but do not contribute significantly themselves’ (Isaacs, 2002).
19. ‘Freeloaders’ receive the same grade with minimal contributionShould group tasks be included in tertiary assessment? Is the grading for group assessments fair?
20.
21. Explain what is being graded:– Process, Project or both, Assessed Individually or as a group Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
22. Whatthe teacher can do. Introduce Self and peer assessment using a tool like Spark. Spark stands for Self and peer assessment resource kit. “It enables students to confidentially rate their own and their peers' contributions to a team task or individual submissions” (Spark ) Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
27. The students’ opinion of using group tasks as a form of assessmentShould group tasks be included in tertiary assessment? Is the grading for group assessments fair?
30. Discuss self and peer assessment. Should group tasks be included in tertiary assessment? Is the grading for group assessments fair?
31. Group tasks are an exciting and engaging way of assessing students at a tertiary level. Group tasks require trust in students, and can initially be more work for teachers. By establishing a clear criteria for students to follow and including modes of self and peer assessment, the grading of these tasks can absolutely remain fair. Should group tasks be included in tertiary assessment? Is the grading for group assessments fair? YES!
32. Assessment. (2009). In Microsoft Encarta Online Encyclopedia. Retreived September 31, 2009, from http://au.encarta.msn.com Freeloaders.jpg Retrieved October 1, 2009, from http://wiki.couchsurfing.org/wiki/images/1/16/Freeloaders.jpg Group Dynamics.GIF Retrieved October 1, 2009, from http://culturewizard.rw-3llc.com/wp-content/uploads/2009/01/group-dynamics.gif Isaacs, G. (2002). Assessing Group Tasks. Brisbane: The University of Queensland . Kearsley, G., & Shneiderman, B. (1999, May 4). Engagement Theory: A framework for technology based teaching and learning. Retrieved July 4, 2009, from http://home.sprynet.com/~gkearsley/engage.htm L. Buxton . (2003 , November 23 ). Group Assessment . Retrieved September 21, 2009 , from University of Essex : http://www.essex.ac.uk/assessment/group_assessment.htm Miller, A., Imrie, B., & Cox, K. (1998). Student Assessment in Higher Education. London: Kogan Page Limited. Plagiarism.GIF Retrieved October 1, 2009, from http://www.quinnipiac.edu/other/abl/quilt/tilt/tilt/module3/images/plagiarism.GIF Spark . (n.d.). Retrieved September 20th, 2009, from Spark - Self and Peer Assessment Resource Kit: http://spark.uts.edu.au/ Students.jpg Retrieved October 1, 2009, from http://www.baylor.edu/content/imglib/62147.jpg Teacher.jpg Retrieved October 1, 2009, from http://iteach.org/images/teacher_chalk.jpg References