Peerandself
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This document outlines the superpowers and tools of a peer and self-assessment superhero. The superhero would have speed, provide specific and formative feedback, and create dialogue through assessment. Their utility belt would include progress tables, rubrics, model answers, and other tools. Peer and self-assessment need to be quick, formative, and specific. Feedback should create improvement and be acted upon through discussion. The document provides examples of assessment tools and rules for providing kind, specific, and helpful critique.
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Proactive Feedback Strategies in Online (and Offline) Teaching
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.
Marking staff meeting 12.5.15
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
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The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
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This document provides guidance to students beginning a field placement for the spring semester. It outlines the key tasks students should complete at the start, during, and end of the semester, including meeting with supervisors, submitting learning objectives and evaluations, using the online learning platform, and keeping records of work hours. It also covers developing client interviewing skills and strategies for effectively receiving assignments and feedback from supervisors.
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This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
List of competency based interview questions
The document provides a sample of competency-based interview questions organized under common competencies such as persuasiveness, teamwork, planning and action, leadership, problem analysis, and achievement orientation. For each competency, behavioral statements are given as examples of effective behaviors, followed by sample questions that could be asked in an interview to evaluate a candidate's competency in that area. The questions are designed to have candidates provide real examples from their work experience that demonstrate their competency.
Researching Interviews.pptx
The document provides guidance on how to prepare for and conduct oneself during a job interview. It outlines steps to take before, during, and after an interview. It recommends researching the company and position, practicing interviews, arriving on time with prepared materials. During the interview, it advises introducing oneself professionally, maintaining eye contact, asking questions. It also discusses appropriate professional attire and provides examples of common interview questions employers may ask.
TESTA Masterclass AHE Conference 2015
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
TESTA, AHE Conference Masterclass (June 2015)
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.
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The document discusses the objectives and process of peer observation and evaluation in schools. It aims to promote reflective practice and facilitate learning through observing colleagues teach, with the goal of providing constructive feedback to help foster professional development. Teachers are provided guidance on arranging observations, conducting them, and effectively framing feedback by starting positively and focusing on improvements.
Stanford Design Thinking: prototype online community study coach
The document summarizes prototypes created for an online study coach community. The first prototype featured a study coach named Sarah who would provide an online community and resources. Feedback noted it was too broad and suggested focusing on specific topics or issues. The second prototype was an interactive forum for students, alumni, and employers. It featured blogs and discussion themes, but feedback pointed out usability and privacy issues. The reflection recommends refining the prototypes based on feedback, having a designer create polished versions, completing plans and descriptions, and getting additional feedback before pursuing implementation.
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Peerandself
- 1. Peer and self assessment Deeps meeting
- 2. Design your super hero • If there was a peer/self assessment superhero what would they be like?
- 3. My super hero Special powers Speedy Specific Formative Creates Dialogue Utility belt Progress table/4colums Rubrics Model answers Mirror (to be reflective with) Maps (to plan where to go next) Guitar and amp (to create a feedback loop)
- 4. Some things to bear in mind • Reviewing learning is not learning – This is why it needs to be quick and formative • 80% of FB is given by pupils and 80% is not helpful FB – This is why it needs to be specific • It needs to be acted upon – Creating dialogue is not just a cosy chat but clarifies things for the learner and improvements can be seen
- 6. Rubrics Help pupils to know where they are and what the next step is. How would you mark without knowing the answer (expected result) the pupils need the same
- 7. Model answers and citique Again this is about having something to compare to: Examples of Excellence
- 8. Rules for critique • Be kind: All comments should focus entirely on the work. No personal comments at all. No sarcasm or put downs. The comments can be challenging but the creator of the work should feel that the feedback is work orientated and happy to receive it. Hard on content, soft on people. • Be specific: Refined and precise dialogue with detailed explanations on positives and steps to improve. Comments should explain exactly what needs to be worked on (like a set of instructions) which the writer can simply take away and use. • Be helpful: If the comments don't benefit the work, the learning, the learners or the class, don't share it. Everything you provide feedback on is there to help make the work better.
- 9. Share your own • Create a how to card for your favourite method of peer or self assessment
- 10. Use the force luke • With your assigned method force field that strategy Good things Bad things quick quick Can establish dialogue Can establish dialogue Pupils may Pupils may not fill in not fill in Use posits to suggest improvements to the barriers