This document outlines 15 fixes for improving grading practices presented by Ken O'Connor. It discusses issues with current grading such as including non-achievement factors, using low quality assessments, and inappropriate scoring methods. It then presents 15 strategies for fixing broken grading systems, such as only including achievement in grades, organizing evidence by standards rather than assessment type, using clear performance standards, and involving students in assessment and grading. For each fix, the presenter prompts attendees to consider pros, cons, current practices, goals, and steps for implementation. The overall document provides research-based strategies for making grades more accurate, consistent, meaningful and supportive of learning.
This document discusses grading practices and provides 15 fixes for broken grades. It begins with an introduction and agenda, then outlines objectives of examining grading practices and defining key terms. Several perspectives on grading are presented, including that grading is complicated, subjective, and can damage students if not done properly. The primary purposes of grading are to communicate student achievement and support learning. The document concludes by discussing standards-based grading and reflections on improving grading practices.
This document outlines 15 proposed "fixes" to improve grading practices so that grades are consistent, accurate, meaningful, and supportive of learning. The fixes address issues such as including non-achievement factors in grades, late penalties, missing or incomplete evidence, group work, assessment quality, and student involvement. Each fix is presented individually along with suggestions to consider its potential benefits and drawbacks. The goal of the fixes is to base grades primarily on evidence of individual student achievement and performance standards, rather than behaviors, attendance, or comparisons to other students through number crunching alone.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
TESTA, Durham University (December 2013)TESTA winch
This document summarizes a presentation about the TESTA (Transforming the Experience of Students Through Assessment) research project. The project studied assessment practices across several university programs to understand how to improve student learning. Key findings included that students learned best with a balance of formative and summative assessment, timely feedback, and clear goals and standards. The presentation reviewed assessment patterns found, common student feedback themes, and recommendations for changes to support learning like increasing formative tasks and streamlining assessment variety.
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Universities are increasingly looking at Learning Gains as a means for the effective measurement of student
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proxy measures of learning gain such as assessment marks universities use. The findings are based on an
analysis of nineteen semi-structured interviews of UK distance learners. The paper will present key findings
and discuss their significance in respect to how to reconcile students’ own experience of gain and proxy
measures of gain and the assumptions on which learning gain measures are predicated.
Simon Cross, Jekaterina Rogaten, Duygu Bektik, Denise Whitelock, Bart Rienties, The Open University, UK
I’ll tell you mine if you tell me yours feedback workshopLeena Youssefi
This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
1) The document discusses the need for assessment in higher education to promote long-term sustainable learning rather than just focusing on short-term outcomes.
2) It argues that assessment should equip students with skills like self-assessment, reflection, and judgment that they can apply beyond their current studies.
3) Examples are provided of how to design assessments that engage students actively in their learning, provide purposeful feedback, and better align assessment with teaching goals for long-term development.
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
This document discusses grading practices and provides 15 fixes for broken grades. It begins with an introduction and agenda, then outlines objectives of examining grading practices and defining key terms. Several perspectives on grading are presented, including that grading is complicated, subjective, and can damage students if not done properly. The primary purposes of grading are to communicate student achievement and support learning. The document concludes by discussing standards-based grading and reflections on improving grading practices.
This document outlines 15 proposed "fixes" to improve grading practices so that grades are consistent, accurate, meaningful, and supportive of learning. The fixes address issues such as including non-achievement factors in grades, late penalties, missing or incomplete evidence, group work, assessment quality, and student involvement. Each fix is presented individually along with suggestions to consider its potential benefits and drawbacks. The goal of the fixes is to base grades primarily on evidence of individual student achievement and performance standards, rather than behaviors, attendance, or comparisons to other students through number crunching alone.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
TESTA, Durham University (December 2013)TESTA winch
This document summarizes a presentation about the TESTA (Transforming the Experience of Students Through Assessment) research project. The project studied assessment practices across several university programs to understand how to improve student learning. Key findings included that students learned best with a balance of formative and summative assessment, timely feedback, and clear goals and standards. The presentation reviewed assessment patterns found, common student feedback themes, and recommendations for changes to support learning like increasing formative tasks and streamlining assessment variety.
How do students understand and interpret learning gains? Perspectives from in...Bart Rienties
Universities are increasingly looking at Learning Gains as a means for the effective measurement of student
progress and the contribution they make to their students’ learning and development. However, there remains
much to understand about the validity and reliability of these measures used. This paper seeks to probe
the relationship between how students understand and interpret the learning gains they experience and the
proxy measures of learning gain such as assessment marks universities use. The findings are based on an
analysis of nineteen semi-structured interviews of UK distance learners. The paper will present key findings
and discuss their significance in respect to how to reconcile students’ own experience of gain and proxy
measures of gain and the assumptions on which learning gain measures are predicated.
Simon Cross, Jekaterina Rogaten, Duygu Bektik, Denise Whitelock, Bart Rienties, The Open University, UK
I’ll tell you mine if you tell me yours feedback workshopLeena Youssefi
This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
1) The document discusses the need for assessment in higher education to promote long-term sustainable learning rather than just focusing on short-term outcomes.
2) It argues that assessment should equip students with skills like self-assessment, reflection, and judgment that they can apply beyond their current studies.
3) Examples are provided of how to design assessments that engage students actively in their learning, provide purposeful feedback, and better align assessment with teaching goals for long-term development.
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
The document discusses assessing student learning outcomes through various assessment methods and tools. It begins by defining outcome assessment as gathering information on whether instruction is achieving desired student learning outcomes. It then provides 13 principles of good practice in assessing outcomes, such as ensuring alignment between outcomes, instruction, and assessment. Various assessment methods and tools are described, including traditional paper-and-pencil tests and authentic assessments involving student products or performances. The concept of constructive alignment between outcomes, instruction, and assessment tasks is also explained.
This document discusses assessment in higher education. It provides an overview of learning outcomes, linking learning outcomes to assessment, and using assessment for feedback. The document discusses the purposes of assessment, including measuring student learning, providing feedback, and defining academic standards. It also outlines principles of effective assessment, such as aligning assessment with learning outcomes and using a variety of assessment methods. The document emphasizes using assessment to guide student learning through feedback.
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The document discusses various concepts related to assessment in education. It defines key terms like tests, measurements, assessment, and evaluation. It explains that tests are a formal way to measure students' performance, while assessment refers to various methods of collecting information on student learning. Formative assessment is used to guide instruction and provide feedback, while summative assessment evaluates learning at the end of a period. The document emphasizes that the goal of assessment should be to improve both teaching and learning.
Assessment for higher education (for biology faculty seminar)eduardo ardales
The document presents a quote by Albert Einstein stating that not everything that can be counted necessarily counts, and everything that counts cannot necessarily be counted, emphasizing the limitations of only considering quantifiable measures. The quote cautions against overreliance on numerical data and highlights the importance of also considering qualitative factors that are more difficult to quantify but still have significance.
This document discusses developing effective assessment instruments. It covers criterion-referenced versus norm-referenced tests, using portfolios for assessment, evaluating congruence between objectives and assessments, and Dick and Carey's five-step model for creating assessments. Key aspects include ensuring assessments measure the behaviors and criteria in course objectives, considering learner characteristics, and making assessments as realistic to the performance context as possible.
This document discusses assessment in education. It defines assessment as gathering evidence of student learning to make judgements and improve instruction. Some key purposes of assessment mentioned are to identify student strengths and weaknesses, evaluate progress, drive instruction, and provide feedback. The document also discusses different types of assessments, including selected response, extended written response, performance assessments, and personal communication. It emphasizes that assessment should be ongoing and part of the instructional process to best support student learning.
This document discusses assessing young learners. It begins by asking the reader to reflect on what defines a young learner in terms of age range and characteristics. Assessment is described as an integral part of instruction that provides feedback on learning goals, student progress, and teaching effectiveness. The document outlines key concepts like evaluation, assessment, and testing and explains the purposes of assessment as diagnostic, for setting standards, and evaluating progress. It details types of assessment including diagnostic, benchmark, formative, and summative assessments. Principles of assessment discussed are validity, reliability, and fairness.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
This document provides an overview of a presentation on 15 fixes for broken grades. The presentation aims to help participants recognize the need to critically examine established grading practices, appreciate the complexity of grading, identify the purposes of grading, and analyze fixes for improving grading. It defines key terms, discusses issues with current grading practices and policies, and proposes 15 specific fixes to make grades more consistent, accurate, meaningful and supportive of learning.
This document provides an overview of a presentation on 15 fixes for broken grades. The presentation is given by Ken O'Connor with assistance from three others. It defines key terms related to grading like marks, scores, and grades. It also discusses the purposes of grading and issues that can make grades broken if they distort achievement, are of low quality, involve inappropriate calculations, or don't support learning. Fifteen specific fixes are proposed to address these issues, and participants are invited to discuss the fixes.
Topic: Test Testing and Evaluation
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Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
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Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
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Faculty of Education, University of Sindh, Pakistan
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in tracking their own progress, and using assessment to inform instruction and help students advance in their learning.
This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
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This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
The document discusses principles of assessment in the K-12 classroom. It outlines 7 principles: 1) assessment should be aligned with objectives and standards, 2) formative assessment should scaffold summative assessment, 3) assessment should become more like instruction, 4) assessment results should be used to help students learn, 5) assessment should not threaten or intimidate students, 6) teachers should encourage a learning community to engage in assessment, and 7) assessment is a technical competency. It provides examples of formative assessment techniques and explains the differences between assessment for learning, of learning, and as learning.
The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning refers to summative assessments like exams and final projects that are used to evaluate learning at the end of a unit. Assessment for learning refers to formative assessments like quizzes, discussions and projects that are used during instruction to adjust teaching and provide feedback. Assessment as learning refers to assessments that actively involve students in self-assessment and goal-setting to improve learning. Examples of different assessment types are provided.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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The document discusses assessing student learning outcomes through various assessment methods and tools. It begins by defining outcome assessment as gathering information on whether instruction is achieving desired student learning outcomes. It then provides 13 principles of good practice in assessing outcomes, such as ensuring alignment between outcomes, instruction, and assessment. Various assessment methods and tools are described, including traditional paper-and-pencil tests and authentic assessments involving student products or performances. The concept of constructive alignment between outcomes, instruction, and assessment tasks is also explained.
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This document discusses assessment in education. It defines assessment as gathering evidence of student learning to make judgements and improve instruction. Some key purposes of assessment mentioned are to identify student strengths and weaknesses, evaluate progress, drive instruction, and provide feedback. The document also discusses different types of assessments, including selected response, extended written response, performance assessments, and personal communication. It emphasizes that assessment should be ongoing and part of the instructional process to best support student learning.
This document discusses assessing young learners. It begins by asking the reader to reflect on what defines a young learner in terms of age range and characteristics. Assessment is described as an integral part of instruction that provides feedback on learning goals, student progress, and teaching effectiveness. The document outlines key concepts like evaluation, assessment, and testing and explains the purposes of assessment as diagnostic, for setting standards, and evaluating progress. It details types of assessment including diagnostic, benchmark, formative, and summative assessments. Principles of assessment discussed are validity, reliability, and fairness.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
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Evidence-based assessment
Performance-based assessment
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This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
This document provides an overview of a presentation on 15 fixes for broken grades. The presentation aims to help participants recognize the need to critically examine established grading practices, appreciate the complexity of grading, identify the purposes of grading, and analyze fixes for improving grading. It defines key terms, discusses issues with current grading practices and policies, and proposes 15 specific fixes to make grades more consistent, accurate, meaningful and supportive of learning.
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This document discusses formative assessment and providing effective feedback to students. It emphasizes the importance of having clear learning targets, assessing students in a variety of ways, and giving descriptive feedback to help students improve. Some key points covered include setting clear goals for students, communicating expectations, involving students in self-assessment, and using feedback to guide further learning.
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This document discusses principles of assessing student learning outcomes. It recommends that assessment start with the institution's mission and values, and have clear learning objectives aligned with the mission. Assessment should focus on outcomes relevant after schooling, and on activities leading to outcomes. Assessment works best when continuous over time through an instructional cycle. It should specify what is being assessed and set success standards. Assessment tools should include varied methods like traditional tests and authentic assessments, and provide feedback.
The document discusses principles of assessment in the K-12 classroom. It outlines 7 principles: 1) assessment should be aligned with objectives and standards, 2) formative assessment should scaffold summative assessment, 3) assessment should become more like instruction, 4) assessment results should be used to help students learn, 5) assessment should not threaten or intimidate students, 6) teachers should encourage a learning community to engage in assessment, and 7) assessment is a technical competency. It provides examples of formative assessment techniques and explains the differences between assessment for learning, of learning, and as learning.
The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning refers to summative assessments like exams and final projects that are used to evaluate learning at the end of a unit. Assessment for learning refers to formative assessments like quizzes, discussions and projects that are used during instruction to adjust teaching and provide feedback. Assessment as learning refers to assessments that actively involve students in self-assessment and goal-setting to improve learning. Examples of different assessment types are provided.
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