Peer Evaluation Strategy for Improving Group Participation at Brightspace Ten...D2L Barry
"Peer Evaluation Strategy for Improving Group Participation;" at Brightspace Tennessee Ignite on February 13, 2015. Presenters: Brenda Kerr and Cary Greenwood, Middle Tennessee State University
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
This document summarizes a pilot study examining how students improve their writing over multiple essays through peer and instructor feedback. The study tracked feedback on 10 essays from 13 students. Both peer and instructor feedback improved linearly over the essays. Peer feedback ratings increased more slowly than instructor ratings. Positive instructor feedback on argument strength and style/mechanics correlated with improved essay quality. More analysis is needed to understand how students apply feedback to different essays and whether the quality of peer feedback improves over time with more sessions. The pilot showed this type of longitudinal study is feasible with a larger sample size.
Peer review and the development of evaluative skillsjisc-elearning
The document discusses peer review and its benefits for developing students' evaluative skills. It presents research findings that show students learn when producing feedback for peers by making comparisons to their own work and criteria. The key principle is that peer review helps students learn to self-evaluate by having them practice making judgments about others' work.
The document discusses common student writing problems faced by faculty and potential solutions. It identifies 4 main student problems: (1) poor performance on writing assignments, (2) being unresponsive to assignment instructions, (3) plagiarism and misuse of citations, and (4) not improving from feedback. For each, it lists associated writing issues and challenges faculty may face. It then provides multiple solutions faculty can implement, such as making instructions explicit, using scaffolds and drafts, and integrating formative feedback practices. The goal is to help students understand expectations and improve their writing skills over time.
AfL (assessment for learning) involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to students. It uses techniques like peer assessment, self-assessment, and formative assessments to actively involve students in the learning process and help them take ownership of their progress. The document provides examples of AfL tools and strategies teachers can use to embed assessment into teaching and facilitate student learning.
Using discussion forums to engage students in critical thinkingLearningandTeaching
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
Peer Evaluation Strategy for Improving Group Participation at Brightspace Ten...D2L Barry
"Peer Evaluation Strategy for Improving Group Participation;" at Brightspace Tennessee Ignite on February 13, 2015. Presenters: Brenda Kerr and Cary Greenwood, Middle Tennessee State University
This document presents a framework for analyzing instructional design in online offerings. It consists of six components: objective, task, condition, physical interaction, feedback, and criteria. These components are used to evaluate whether an instructional design meets learners' needs by analyzing how objectives, tasks, conditions, interactions, feedback, and assessment criteria are implemented. Several examples applying the framework to online courses and modules are provided and discussed. The presentation concludes by considering whether the framework is useful and what its limitations might be.
This document summarizes a pilot study examining how students improve their writing over multiple essays through peer and instructor feedback. The study tracked feedback on 10 essays from 13 students. Both peer and instructor feedback improved linearly over the essays. Peer feedback ratings increased more slowly than instructor ratings. Positive instructor feedback on argument strength and style/mechanics correlated with improved essay quality. More analysis is needed to understand how students apply feedback to different essays and whether the quality of peer feedback improves over time with more sessions. The pilot showed this type of longitudinal study is feasible with a larger sample size.
Peer review and the development of evaluative skillsjisc-elearning
The document discusses peer review and its benefits for developing students' evaluative skills. It presents research findings that show students learn when producing feedback for peers by making comparisons to their own work and criteria. The key principle is that peer review helps students learn to self-evaluate by having them practice making judgments about others' work.
The document discusses common student writing problems faced by faculty and potential solutions. It identifies 4 main student problems: (1) poor performance on writing assignments, (2) being unresponsive to assignment instructions, (3) plagiarism and misuse of citations, and (4) not improving from feedback. For each, it lists associated writing issues and challenges faculty may face. It then provides multiple solutions faculty can implement, such as making instructions explicit, using scaffolds and drafts, and integrating formative feedback practices. The goal is to help students understand expectations and improve their writing skills over time.
AfL (assessment for learning) involves clarifying learning goals, eliciting evidence of student understanding, and providing feedback to students. It uses techniques like peer assessment, self-assessment, and formative assessments to actively involve students in the learning process and help them take ownership of their progress. The document provides examples of AfL tools and strategies teachers can use to embed assessment into teaching and facilitate student learning.
Using discussion forums to engage students in critical thinkingLearningandTeaching
As more teaching moves into the online space, students will need to not only communicate with each other but learn collaboratively. Discussion forums are the most widely used tool for building a conversation around curriculum topics.
In order to develop an ability to analyse and reflect, students need practice.These slides cover how to structure and facilitate online discussions which promote critical thinking, and understand the students’ experience of learning in this context.
The document summarizes student feedback from a formative assessment used in a university module. Key findings were that students highly valued formative assignments and feedback from tutors, but many found self-assessment unhelpful due to a lack of skills and understanding of its purpose. Peer assessment and learning were viewed favorably by most students. Recommendations included providing more support and rationale for self-assessment, highlighting the benefits of peer learning, and offering additional formative assessment experiences.
The document discusses the key aspects of team-based learning (TBL), including that groups consist of 5-7 diverse students who work together over a semester or block. Faculty organize the teams. The Readiness Assurance Process (RAP) is used and involves individual and group tests over assigned readings with appeals and clarification. Teams then work through application exercises together by addressing a significant problem, same problem, specific choice, and simultaneous reporting. Peer evaluations are used as a grade modifier. TBL requires power sharing between faculty and students and additional pre-class reading.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
The CKLA instructional path is data-based, explicit and systematic, and provides individualized support through teacher interactions, small groups, and centers. It follows a three-step writing process of planning, drafting, and editing for different text types over consecutive lessons. Initial assessments are used to group students and identify needs, and include tests of letter names/sounds, writing strokes, word recognition, story comprehension, pseudowords, and code diagnostics. Teachers can implement the program in various classroom configurations depending on available staffing.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document outlines a teacher's pre-assessment and lesson planning for an essay skills unit. The pre-assessment revealed weaknesses in students' thesis statements, transitions, evidence, and tone/audience. To address these, the teacher planned lessons on writing strong theses, using academic sources and tone, logical reasoning and evidence, outlining and peer editing essays. Lessons utilized worksheets, examples, and digital tools to help students improve their essay writing skills.
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
What will they need? Pre-assessment techniques for instruction session.gwenexner
Librarians all know the importance of a reference interview -- it's to make sure you're addressing what the patron actually needs. Classes take longer, and involve more people, but the fact still holds: to give the best service, you need to assess what the needs actually are.
An additional benefit of pre-assessment is that it can provide evidence of the impact of the teaching program, both to university administration and to accreditation organizations.
Presented by Gwen Exner at "Assessment Beyond Statistics" NCLA College & Universities Section/Community & Junior Colleges Section 2012 conference.
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
The document discusses classroom assessment techniques (CATs). It defines CATs as brief formative activities used before, during, and after teaching to assess student learning and provide feedback. The document lists several examples of CATs, including focused listing, think-pair-share, and one-sentence summaries. It is explained that CATs are based on the assumptions that student learning is improved by early and frequent feedback and that teaching quality impacts learning quality. The document demonstrates the use of multiple CATs throughout the presentation, such as clickers, one-minute papers, and directed paraphrasing.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
EDU 645 RANK Education Planning--edu645rank.comWindyMiller9
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document discusses strategies for creating and facilitating effective online discussions, including establishing clear expectations, choosing relevant topics, providing introductory work for students, setting guidelines for initial comments and responses, and using small groups to improve participation. Quality online discussions benefit from problem-solving activities, instructor facilitation, and ensuring social learning through student collaboration.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
Small Group Discussion Grading RubricParticipation for MSNSmal.docxrosemariebrayshaw
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
Small Group Discussion Grading RubricParticipation for MSNSmal.docxjennifer822
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
The document summarizes student feedback from a formative assessment used in a university module. Key findings were that students highly valued formative assignments and feedback from tutors, but many found self-assessment unhelpful due to a lack of skills and understanding of its purpose. Peer assessment and learning were viewed favorably by most students. Recommendations included providing more support and rationale for self-assessment, highlighting the benefits of peer learning, and offering additional formative assessment experiences.
The document discusses the key aspects of team-based learning (TBL), including that groups consist of 5-7 diverse students who work together over a semester or block. Faculty organize the teams. The Readiness Assurance Process (RAP) is used and involves individual and group tests over assigned readings with appeals and clarification. Teams then work through application exercises together by addressing a significant problem, same problem, specific choice, and simultaneous reporting. Peer evaluations are used as a grade modifier. TBL requires power sharing between faculty and students and additional pre-class reading.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
The CKLA instructional path is data-based, explicit and systematic, and provides individualized support through teacher interactions, small groups, and centers. It follows a three-step writing process of planning, drafting, and editing for different text types over consecutive lessons. Initial assessments are used to group students and identify needs, and include tests of letter names/sounds, writing strokes, word recognition, story comprehension, pseudowords, and code diagnostics. Teachers can implement the program in various classroom configurations depending on available staffing.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document outlines a teacher's pre-assessment and lesson planning for an essay skills unit. The pre-assessment revealed weaknesses in students' thesis statements, transitions, evidence, and tone/audience. To address these, the teacher planned lessons on writing strong theses, using academic sources and tone, logical reasoning and evidence, outlining and peer editing essays. Lessons utilized worksheets, examples, and digital tools to help students improve their essay writing skills.
This document provides an overview of the course content for EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on designing 21st century instructional plans using various templates. It emphasizes considering student populations including those with special needs. Students are expected to develop instructional plans that integrate technology, include formative assessments, and promote higher-order thinking skills. The plans must demonstrate differentiation for diverse learners and accommodations for students with disabilities.
What will they need? Pre-assessment techniques for instruction session.gwenexner
Librarians all know the importance of a reference interview -- it's to make sure you're addressing what the patron actually needs. Classes take longer, and involve more people, but the fact still holds: to give the best service, you need to assess what the needs actually are.
An additional benefit of pre-assessment is that it can provide evidence of the impact of the teaching program, both to university administration and to accreditation organizations.
Presented by Gwen Exner at "Assessment Beyond Statistics" NCLA College & Universities Section/Community & Junior Colleges Section 2012 conference.
E moderation resource pack group d rounding up a course - copyKristin Walters
E-moderation course final group project (Group D) - pointers for assessing online learning in synchronous and asynchronous contexts, as well as activities ideas for the end of an online course .
The document discusses classroom assessment techniques (CATs). It defines CATs as brief formative activities used before, during, and after teaching to assess student learning and provide feedback. The document lists several examples of CATs, including focused listing, think-pair-share, and one-sentence summaries. It is explained that CATs are based on the assumptions that student learning is improved by early and frequent feedback and that teaching quality impacts learning quality. The document demonstrates the use of multiple CATs throughout the presentation, such as clickers, one-minute papers, and directed paraphrasing.
This document summarizes a pedagogical study on students' perceptions of the SCIENCE 1A03 course over time. It provides results from 2014 when the course was first piloted, including that students most enjoyed the introductory lectures and mini-research investigations. It also shares new results from 2014 on students' positive impressions of the beneficial peer mentors. Preliminary findings are presented from focus groups in 2015, finding that the course influenced some students' level II decisions and that skills like teamwork transferred. The study aims to continue comparisons and gather perspectives from mentors, instructors, and follow up with students in later levels.
EDU 645 RANK Education Planning--edu645rank.comWindyMiller9
This document provides an overview of the course EDU 645. It outlines the weekly discussions, assignments, and papers. The course focuses on instructional design, formative and summative assessments, standards, objectives, gradual release of responsibility, and using data to improve instruction. It provides examples of instructional plan templates and describes assignments where students will analyze templates, design objectives and assessments, and create their own instructional plans. The document contains full descriptions and prompts for the weekly discussions and assignments.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
The document discusses strategies for creating and facilitating effective online discussions, including establishing clear expectations, choosing relevant topics, providing introductory work for students, setting guidelines for initial comments and responses, and using small groups to improve participation. Quality online discussions benefit from problem-solving activities, instructor facilitation, and ensuring social learning through student collaboration.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
Small Group Discussion Grading RubricParticipation for MSNSmal.docxrosemariebrayshaw
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
Small Group Discussion Grading RubricParticipation for MSNSmal.docxjennifer822
Small Group Discussion Grading Rubric
Participation for MSN
Small Group Discussion Guiding Principles
The ideas and beliefs underpinning the small group discussions (GDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of GDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The GD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the GDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. GDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly group discussion is worth a maximum of 50 points. Students must post a minimum of four times in each discussion. One of these posts must be a summary of learning for the week. The initial response to the discussion prompt must be posted by Wednesday, 11:59 p.m. MT, of each week. Each of the subsequent posts must occur on days following the initial response. The final posting deadline for all subsequent posts is by Sunday, 11:59 p.m. MT of each week. For week 8 only, subsequent posts must occur by the Saturday deadline-11:59 pm MT. If the student does not meet the Wednesday posting deadline for the initial posting, a late penalty is applied of 5 points. Not meeting the requirements for subsequent postings, either in number or deadline, will result in a loss of 5 points.
Group Discussion Responses
Small group discussions provide the opportunity for deep exploration and new knowledge discovery of course topics. This type of exploration requires synthesis of various sources of information. Responses in group discussions should be substantive, reflect the student’s personal position on the topic, thoroughly address the information being asked for by the prompt, and include insights based on others’ postings. Direct quotes in group discussions should be a rare occurrence. These are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under Scholarliness and/or Course Knowledge rubric categories.
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSNST_GroupDiscussionGradingRubric_Final_2019.02.21 Executive Track
MSN-ST Executive Track
Small Group Discussion Grading Rubric Guidelines
Point Values
Except.
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Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
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Download the handout: https://goo.gl/ce9s3r
View the recording: http://vimeo.com/79501398
Webinar Description
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Designing Writing Assessments and Rubrics will consider the issue of accountability in classroom assessment of writing. The absence of fair and transparent assessment often leads to student confusion, slows progress, assumptions of professorial arbitrariness, and quite possibly lack of trust in teacher-student relationships.
Webinar Date: November 14, 2013
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1) Moodle quizzes and assignments can be used for online assessment. Quizzes provide immediate feedback while assignments allow for submitting work and receiving feedback.
2) There are benefits and drawbacks to different question types like multiple choice, short answer, and essays. Formative assessment with quizzes is recommended over summative assessment.
3) Peer assessment involves students grading each other's work but many prefer peer review where feedback is given without grades. Tools like Moodle workshop and adaptive comparative judgement can facilitate online peer review.
This document outlines the agenda for Seminar 2 of the LCRT 6910 & 6911 course. It includes discussions around coaching contexts and goals, a lesson report and analysis assignment, book group meetings, and preparing for classroom observations and coaching sessions. Students will discuss trends in responses about coaching and contexts. They will also review readings on literacy coaching in elementary and secondary schools. The document provides details on the observation and coaching assignment, including preparing goals and materials. Students will select peer coaching partners and submit draft goals and narratives.
This document summarizes a lecture about academic writing and feedback from a research study. It discusses how feedback was provided in online master's degree courses and how it influenced student learning. The study found that feedback often lacked clear goals, focused mostly on task-level comments rather than writing process or self-regulation, and did not provide explicit guidance on how to improve. Additionally, the course design did not require revisions or demonstrate how to apply feedback to new assignments. Based on these findings, changes were made to improve goal-setting, feedback quality, and promote a dialogic approach and revision practices.
This document summarizes a lecture about academic writing and feedback from a research study. It discusses how feedback was provided in online master's degree courses and how it influenced student learning. The study found that feedback often lacked clear goals, focused mostly on task-level comments rather than writing process or self-regulation, and did not provide explicit guidance on how to improve. Additionally, the course design did not require revisions or demonstrate how feedback could transfer to new assignments. Based on these findings, changes were made to improve goal-setting, feedback quality, and promote a dialogic approach and revision practices.
This document provides information on using rubrics for student assessment. It defines a rubric as a guide for markers to make consistent judgments about student work. Rubrics can be analytic, breaking work down into separate criteria, or holistic, making an overall judgment. Analytic rubrics include criteria and standards, describing each level of performance. Holistic rubrics provide overall descriptions for grades. Rubrics benefit students by clarifying expectations and providing feedback. They aid markers by promoting consistent scoring. The document discusses best practices for constructing and using rubrics for different types of assignments.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
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Discussion Self Grading in Brightspace Integrated Learning Platform
1. How and Why of Student DIY: The Use of Student “Self-Grading” of Online DiscussionsBrightspacePresentation 10/22/2014Laura M. Schwarz, DNP, RN, CNENancyruthLeibold, EdD, RN, PHN, LSN, CNE
2. Objectives
By the end of this learning presentation, participants will
•Describe how to create student discussion self-grading using a “quizzing tool” in the online platform
•Describe reasons why student self-grading of online course discussions is an effective means of evaluation
•Describe why students and instructors alike can benefit from implementing student self-grading of discussions
3. Problem
Have you ever felt like it is painstaking and time consuming to accurately and constructively grade online course discussions only to have students ignore the feedback you have given them and not grow from it?
4. Background
•Difficult to accurately grade every discussion for every student
•Students sometimes do not apply instructions and or grading rubrics
•Students sometimes do not read instructor feedback and or do not use the feedback to remediate
5. Background
•Frustrating and time consuming for the instructor
•Not developmentally stimulating or engaging for the adult learner
•Importance of rubric might not be readily apparent to student
•May not be pedagogically sound for adult-learner
7. Why Have Students Grade Their Own Discussions?
•Adult Learning Theory-Androgogy
•Malcolm Knowles Classic Work (1984)
8. Adult Learning Theory-Andragogy (vs. Pedagogy)
•1) self-motivated, self-directed
•2) want to have control over their own learning
•3) feel responsible for own learning
•4) internally motivated
•5) need to know why learning is important to them
•6) learn from each other
•In contrast to Pedagogy: teacher driven-(children)
Knowles (1984)
9. Adult Learning Theory Premise
“Adults are self-directed and problem centered, and need and want to learn useful information that can readily be adopted” (Candela, 2012, p. 221)
10. Self-Reflection, Introspection & Self-evaluation
•Self-Reflection: Provides introspection; observing own thoughts and feelings
•Self-evaluation: uses self-reflection to complete criteria-based appraisals
•conduit for students to reflect on what they have learned and promotes reflection in practice
(Bonnel, 2012, p. 494)
11. Purpose of Self-grading
•Engage students in their own learning through introspection and self-direction
•Engage them in evaluation of their performance
•Engage internal motivation
•Allow them to have control
•Better able to see importance of rubric
•Ultimately motivate to improve performance and enhance learning in the online classroom discussion.
13. Setting/Population
•Online classroom Desire 2 Learn (D2L) platform
•Undergraduate nursing courses
•RN to BS program: RN Baccalaureate Completion Students (AD RNs already in practice and returning for BS in nursing)
14. Assumptions
•Learners will be honest
•Learners will be self-motivated to study, understand and accurately apply the rubric
•Learners will follow-through with grading each discussion after completion (self-direction)
•Learners will be motivated to improve
•Discussion self-grading works in a variety of online learning platforms & courses
15. Steps to Implementing Student Self-Grading
Self- Grading
Step 3
Inform Students
Step 2
Create Quizzes
Step 1
Create Rubric
16. Step 1: Create a Rubric
“A document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor”
•Three necessary components:
•Evaluation criteria
•Quality definitions
•Scoring strategy
Reddy & Andrade (2010)
17. Step 1: Create Rubric-Why?
•Useful in formative evaluation
•Can help mediate improved student performance
•Assist students in planning/carrying out work
•Assist students in self-assessment
•Rubric combined with self-assessment helps improve student performance
•Rubrics assist students with ability to improve self- assessment
(Panadero & Jonsson, 2013)
18. Create Rubric-Criteria We Used (5)
5 criteria with detailed definitions for various point levels:
•Spelling, Grammar and Sentence Format.
•Discussion Participation Timeliness and Interaction
•Content of Initial Posting
•Content of Responses to Others’ Postings
•APA format
20. Create Rubric-Example of One Criterion
Discussion Participation Timeliness and Interaction
Makes postings on at least two different days (Wed initial post due by 11:59PM, Sun. response to two other people due by 11:59PM). Responds to at least 2 peers’ postings and reads all posts in assigned group
1
Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings and reads all posts in assigned group
.75
Responds to only 1 peer’s posting
.5
Does not reply to or provides minimal comments and information to other participants
0
21. Step 2: Create the Discussion Self-Grading “Quiz”
•Use quizzing tool
•One quiz per discussion (e.g. 1 for each unit/week)
•One quiz question per rubric criterion
•Don’t time, do allow more than one attempt
•Set parameters so quiz starts at end of discussion time- frame and quiz ends a few days later
•link to “grades” so grade populates there after student completes self-grading
22. Create Discussion Self-Grading Quiz
•The Criterion forms the stem
•Description (definition) of each grading level forms options
•Points match each option
•Create one question for each criterion
23. Example
Which of the following best reflects your participation in discussion according to the rubric?
a)Makes postings on at least two different days (Wed initial post due by 11:59PM, Sun. response to two other people due by 11:59PM). Responds to at least 2 peers’ postings and reads all posts in assigned group (1 point)
b)Late first post and/or posts everything 1 day only. Responds to at least 2 peers’ postings and reads all posts in assigned group (.75 point)
c)Responds to only 1 peer’s posting (.5 point)
d)Does not reply to or provides minimal comments and information to other participants (0 points)
26. Step 3: Inform Students with Directions
•You will be grading your own discussions each week after you have completed the discussion (through the self-grading “quiz” in d2L).
•Please read and understand the entire rubric, this will impact your discussion grade
•Please be honest, I reserve the right to change your grade, and if I find that your grade is significantly “inflated,” I will change it to “zero”
•Allows for introspection and self-growth
•“Practice” Discussion Self-Grading Quiz
•Due date for each & reminder
27. Results
•Discussion quality improved over instructor grading, particularly after the first week
•Students were accurate in self-appraisal
•Student verbatim comments positive
•Most students completed the discussion self-grading before the quiz “closed” but a few did not and asked the instructor to re-open or post score for them
28. Student verbatim anecdotal responses
•Grading our own discussions is very nice. I feel like then I don't just fill my discussions with a bunch of crap to make it look longer.
•The self-grading was a great way for students to learn
•Self-evaluation opportunity (was a course positive)
•Self-grading our discussions was more beneficial than I expected it to be! It kept me accountable; who wants to have to take points away from themselves? :)
29. Limitations & Recommendations
•Few studies on the topic
•Evidence presented here is anecdotal
•Need more formal qualitative and quantitative study
•May not work well for those in high school or just out of high school (adjusting to adult learning)
30. Conclusions
•Effective and efficient way to grade student discussions
•Discussion quality improves with use of self-reflection as students pay attention to the details of the rubric
•Self-rewarding when students do well
•Immediate feedback (no need to wait for instructor)
•Instructor should “spot-check” discussions/grading
32. References
•Bonnel, W. (2012). Chapter 27: Clinical Performance Evaluation. In Billings & Halstead (Eds.), Teaching in nursing: A guide for faculty (4thed, pp. 494). St. Louis, MS: Elsevier
•Candella, (2012). Chapter 13: From Teaching to Learning. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4thed, pp. 212). St. Louis, MS: Elsevier
•Knowles, M. S. (1984). Andragogy in action. San Francisco: Jossey- Bass.
•Panadero, E., & Jonsson. A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144.
•Reddy, Y. M. & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35, 435-438.