Learning Environments
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The following slide show was used in a training session given to undergraduate students in an introductory class in Instructional Design.
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Introduction of teaching assessment
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering and interpreting data related to student learning and experience. The purposes of assessment include developing understanding of what students know and can do, designing programs to promote learning, providing feedback to students, and reporting to parents. The document outlines different types of assessments, strengths and weaknesses of various assessment methods, and the roles of teachers, students and others in assessment.
Performance assessment may 2015
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
Assessment tools
This document discusses different types of assessment tools including matching, rearrangement, analogy, identification, and essay tests. It provides details on constructing essay tests and lists advantages and disadvantages of both objective and essay tests. Guidelines are provided for developing effective essay questions, such as limiting problems, using simple words, and determining in advance how much elements are expected in an answer. The key steps in constructing teacher-made assessment tools are also outlined.
Assessment tools
This document discusses assessment tools and rubrics. It defines assessment tools and the four main types of assessment: diagnostic, evaluative, formative, and summative. It explains validity, reliability, and the learning continuum from novice to expert. Methods of assessment include direct observation, projects, essays, and reports from supervisors. The document defines rubrics and how they describe varying levels of quality. It provides an example rubric and discusses benefits of rubrics for students and teachers, such as making expectations clear, measuring progress, and developing responsibility. Reasons to involve students in designing rubrics are also presented. The document concludes with instructions on how to design a rubric.
Language Assessment Types
1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Goal setting and objectives
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
Recommended
Introduction of teaching assessment
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Assessment
This document discusses assessment in education. It defines assessment as a systematic process of gathering and interpreting data related to student learning and experience. The purposes of assessment include developing understanding of what students know and can do, designing programs to promote learning, providing feedback to students, and reporting to parents. The document outlines different types of assessments, strengths and weaknesses of various assessment methods, and the roles of teachers, students and others in assessment.
Performance assessment may 2015
The document discusses performance assessments and their characteristics. It provides examples of performance assessments, such as having students analyze how accurately a text predicted future trends. It also discusses designing performance assessments, including varying the level of structure, using rubrics, and guidelines like identifying the intended skills and content to be assessed. Creating good performance assessments takes work up front but can save time later.
Assessment tools
This document discusses different types of assessment tools including matching, rearrangement, analogy, identification, and essay tests. It provides details on constructing essay tests and lists advantages and disadvantages of both objective and essay tests. Guidelines are provided for developing effective essay questions, such as limiting problems, using simple words, and determining in advance how much elements are expected in an answer. The key steps in constructing teacher-made assessment tools are also outlined.
Assessment tools
This document discusses assessment tools and rubrics. It defines assessment tools and the four main types of assessment: diagnostic, evaluative, formative, and summative. It explains validity, reliability, and the learning continuum from novice to expert. Methods of assessment include direct observation, projects, essays, and reports from supervisors. The document defines rubrics and how they describe varying levels of quality. It provides an example rubric and discusses benefits of rubrics for students and teachers, such as making expectations clear, measuring progress, and developing responsibility. Reasons to involve students in designing rubrics are also presented. The document concludes with instructions on how to design a rubric.
Language Assessment Types
1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
Formative Assessment
Formative assessment includes activities that provide teachers and students with diagnostic information to adapt teaching and learning, such as teacher observation, classroom discussion, and analysis of student work. Assessments become formative when the information is used to meet student needs. The document outlines best practices for formative assessment, including determining the assessment purpose, creating rubrics, choosing formal or informal assessment activities, and monitoring feedback.
Goal setting and objectives
The document summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
Classroom based assessment
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
Performance assessment takeaways
1. The document discusses performance assessments and their use to measure higher-level thinking.
2. It provides 7 steps for creating effective performance assessments, including identifying content and skills, drafting tasks, and piloting assessments.
3. The document also discusses different levels of structure in performance tasks and features such as how problems or questions are presented, strategies are selected, and solutions are presented.
Creating Performance Tasks Easy Steps
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
Grading service learning.rev4.2011
Here are some potential ways to use the ABC or ABC123 models in oral discussions or written reflections:
- Provide prompts for each level (A, B, C or 1, 2, 3) to help students structure their responses.
- Have small groups discuss reflections using the different levels, with each person responsible for one level.
- Assign weights to levels (e.g. level 3 responses earn more points) to encourage deeper reflection.
- Use the models as rubrics to provide feedback and suggestions on how students can strengthen reflections.
- Incorporate peer or self-assessment using the levels to raise awareness of perspective-taking.
- Discuss sample reflections as a class and have students identify the
Learning outcomes
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Student learning goals
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Formative Assessments for Any Subject
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
Assessment: Designs and Approaches
This document discusses approaches to conducting educational research on limited budgets and timeframes. It presents three hypothetical scenarios involving online course enrollment, classroom response systems, and blended learning pilots. For each scenario, it prompts the reader to identify what research questions they would want to answer and how they could conduct the research with available resources. It then discusses establishing "gold standard" methodologies as the ideal but acknowledges that research is often needed "on a dime" with fewer resources. The document challenges the reader to adapt typical qualitative and quantitative research methods to be lower-cost and faster while still providing meaningful insights.
Assessment in science education
The document discusses the purposes and types of assessment for learning. It distinguishes between formative assessment, which is ongoing and used to promote learning, and summative assessment, which evaluates learning at the end of a unit. Both kinds of assessment are important for evaluating student learning and teaching effectiveness. The document also emphasizes using a variety of assessment strategies and making assessment itself a learning experience for students.
Effective Feedback- Updated Version
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
Setting objectives and providing feedback
This document discusses goal setting and providing feedback to students. It provides generalizations from research on both topics. For goal setting, it states that instructional goals should narrow student focus but not be too specific, and that students should personalize teacher goals. For feedback, it emphasizes that feedback should be corrective, timely, and specific to criteria. Both goal setting and feedback are important for enhancing student achievement when implemented effectively based on research.
Afl Presentation
The document discusses assessment for learning (AFL), including definitions, principles, strategies, and examples of effective AFL practices in classroom lessons. Some key points:
- AFL involves assessing student progress and using evidence to identify what they know, don't know, and how to improve learning.
- Effective AFL shares learning goals and criteria with students, provides feedback, and involves self and peer assessment.
- Examples show AFL strategies like co-creating criteria, analyzing examples, peer feedback, and student-led performances with criteria-based critique.
- Principles emphasize understanding students and planning review/support based on assessment data.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Marzano: Setting Obj and Providing Feedback
The document discusses using technology to support setting objectives and providing feedback in classroom instruction. It recommends that teachers set specific but flexible learning objectives and allow students to personalize their goals. It also suggests using criterion-referenced feedback that focuses on specific types of knowledge and encourages student-led feedback. Various technologies are mentioned that can help with setting objectives, such as organizing software, and providing feedback, like online quizzes, games and simulations, blogs, and wikis.
Differentiating Instruction
Our Power Point presentation discusses different forms of differentiated instruction that would be helpful for teachers with a diverse learning climate.
Setting Objectives & Providing Feedback
This document discusses research and classroom practices around setting objectives and providing feedback. It notes that instructional goals should be specific enough to focus students but also allow flexibility. Both teachers and students can set goals, with older students contracting to meet their own goals. Feedback should be timely, specific, and corrective to tell students what they are doing well and how to improve. Students can also effectively self-monitor and provide their own feedback.
Assessing students and giving feedback in higher education 23082012
The document discusses various methods of assessing students and providing feedback in higher education, including different assessment tools and methods, the importance of alignment between learning outcomes, teaching, and assessment, and tips for designing assessment tasks and criteria and giving effective feedback to students.
Assessing student learning
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Formative assessment
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
Evaluation tools and techniques
The document discusses various tools used for evaluation in education. It begins by defining evaluation and differentiating between quantitative and qualitative evaluation. It then describes different written, oral, and performance-based evaluation techniques. Specific tools covered include essays, objective tests like MCQs, observations, rating scales, aptitude tests, and methods for evaluating cognitive and non-cognitive learning outcomes. The document provides details on the purpose, types, advantages, and limitations of many of these evaluation tools.
Planning1
This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
Introduction to Instructional Design
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
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Classroom based assessment
This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
Performance assessment takeaways
1. The document discusses performance assessments and their use to measure higher-level thinking.
2. It provides 7 steps for creating effective performance assessments, including identifying content and skills, drafting tasks, and piloting assessments.
3. The document also discusses different levels of structure in performance tasks and features such as how problems or questions are presented, strategies are selected, and solutions are presented.
Creating Performance Tasks Easy Steps
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
Grading service learning.rev4.2011
Here are some potential ways to use the ABC or ABC123 models in oral discussions or written reflections:
- Provide prompts for each level (A, B, C or 1, 2, 3) to help students structure their responses.
- Have small groups discuss reflections using the different levels, with each person responsible for one level.
- Assign weights to levels (e.g. level 3 responses earn more points) to encourage deeper reflection.
- Use the models as rubrics to provide feedback and suggestions on how students can strengthen reflections.
- Incorporate peer or self-assessment using the levels to raise awareness of perspective-taking.
- Discuss sample reflections as a class and have students identify the
Learning outcomes
Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed as knowledge, skills, or attitudes.
Student learning goals
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Formative Assessments for Any Subject
This document discusses formative assessments and provides examples of different types of formative assessments that teachers can use in the classroom. It defines formative assessments as tools used by teachers to provide feedback to students and guide instruction, as opposed to summative assessments which are used to assign grades. It then provides over 30 specific examples of formative assessment strategies that teachers can implement, such as exit slips, think-pair-shares, drawing diagrams, and student self-assessments. The purpose of formative assessments is to check student understanding on a daily basis and allow teachers to adjust their instruction accordingly.
Assessment: Designs and Approaches
This document discusses approaches to conducting educational research on limited budgets and timeframes. It presents three hypothetical scenarios involving online course enrollment, classroom response systems, and blended learning pilots. For each scenario, it prompts the reader to identify what research questions they would want to answer and how they could conduct the research with available resources. It then discusses establishing "gold standard" methodologies as the ideal but acknowledges that research is often needed "on a dime" with fewer resources. The document challenges the reader to adapt typical qualitative and quantitative research methods to be lower-cost and faster while still providing meaningful insights.
Assessment in science education
The document discusses the purposes and types of assessment for learning. It distinguishes between formative assessment, which is ongoing and used to promote learning, and summative assessment, which evaluates learning at the end of a unit. Both kinds of assessment are important for evaluating student learning and teaching effectiveness. The document also emphasizes using a variety of assessment strategies and making assessment itself a learning experience for students.
Effective Feedback- Updated Version
This document discusses the importance of effective academic feedback and outlines seven keys to providing effective feedback: being goal-referenced, tangible, actionable, user-friendly, timely, ongoing, and consistent. It describes an activity where teachers work in groups to identify characteristics of effective feedback, evaluate examples of effective and ineffective feedback, and improve ineffective examples. The document emphasizes that academic feedback is strongly related to student achievement regardless of student characteristics and that teachers should focus on providing feedback aligned with the seven characteristics.
Setting objectives and providing feedback
This document discusses goal setting and providing feedback to students. It provides generalizations from research on both topics. For goal setting, it states that instructional goals should narrow student focus but not be too specific, and that students should personalize teacher goals. For feedback, it emphasizes that feedback should be corrective, timely, and specific to criteria. Both goal setting and feedback are important for enhancing student achievement when implemented effectively based on research.
Afl Presentation
The document discusses assessment for learning (AFL), including definitions, principles, strategies, and examples of effective AFL practices in classroom lessons. Some key points:
- AFL involves assessing student progress and using evidence to identify what they know, don't know, and how to improve learning.
- Effective AFL shares learning goals and criteria with students, provides feedback, and involves self and peer assessment.
- Examples show AFL strategies like co-creating criteria, analyzing examples, peer feedback, and student-led performances with criteria-based critique.
- Principles emphasize understanding students and planning review/support based on assessment data.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
Marzano: Setting Obj and Providing Feedback
The document discusses using technology to support setting objectives and providing feedback in classroom instruction. It recommends that teachers set specific but flexible learning objectives and allow students to personalize their goals. It also suggests using criterion-referenced feedback that focuses on specific types of knowledge and encourages student-led feedback. Various technologies are mentioned that can help with setting objectives, such as organizing software, and providing feedback, like online quizzes, games and simulations, blogs, and wikis.
Differentiating Instruction
Our Power Point presentation discusses different forms of differentiated instruction that would be helpful for teachers with a diverse learning climate.
Setting Objectives & Providing Feedback
This document discusses research and classroom practices around setting objectives and providing feedback. It notes that instructional goals should be specific enough to focus students but also allow flexibility. Both teachers and students can set goals, with older students contracting to meet their own goals. Feedback should be timely, specific, and corrective to tell students what they are doing well and how to improve. Students can also effectively self-monitor and provide their own feedback.
Assessing students and giving feedback in higher education 23082012
The document discusses various methods of assessing students and providing feedback in higher education, including different assessment tools and methods, the importance of alignment between learning outcomes, teaching, and assessment, and tips for designing assessment tasks and criteria and giving effective feedback to students.
Assessing student learning
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Formative assessment
The document provides 54 examples of formative assessment techniques that teachers can use to provide feedback to students and guide instruction. Some of the examples provided include having students summarize passages in different word lengths, write as a historical figure, compare concepts in a Venn diagram, create illustrations from text descriptions, and participate in think-pair-share activities to check understanding of concepts. Formative assessments are not used for grading and are meant to inform the teacher about students' understanding and help improve instruction.
Evaluation tools and techniques
The document discusses various tools used for evaluation in education. It begins by defining evaluation and differentiating between quantitative and qualitative evaluation. It then describes different written, oral, and performance-based evaluation techniques. Specific tools covered include essays, objective tests like MCQs, observations, rating scales, aptitude tests, and methods for evaluating cognitive and non-cognitive learning outcomes. The document provides details on the purpose, types, advantages, and limitations of many of these evaluation tools.
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Assessing students and giving feedback in higher education 23082012
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This document discusses integrating technology into teaching and lesson planning. It covers curriculum, instruction, assessment, and using technology in the classroom. Key points include:
- Curriculum includes content standards, planned learning experiences, and instructional processes.
- Effective instruction involves setting learning objectives, selecting activities and materials, and assessing student learning.
- Assessment determines if objectives were met and guides future instruction. Reflection on lessons helps improve teaching.
- Technology can be used as a tutor, for exploration, as a tool, and for communication. Teachers decide how and when to integrate it based on its educational value and impact on student learning.
Introduction to Instructional Design
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The results of the quantitative approach were compared with the student survey.
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- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
Engaging student in active learning
Here are some web tools that can be used to promote active learning:
- Discussion forums/boards - Allow students to discuss and debate topics, ask questions of each other.
- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
- Padlet - A virtual bulletin board where students can post responses, resources, ask questions in a low-stakes format.
- Kahoot! - Eng
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Instructional Design
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Learning Environments
- 1. Week 7 LEARNING ENVIRONMENTS AND INSTRUCTIONAL ACTIVITIES
- 2. ICEBREAKER
Editor's Notes
- The ice breaker was place the tail on the donkey