5. ON-GROUND VS ONLINE
In thinking about your evaluation of student
learning, what can you do on-ground that you
cannot do online?
6. NON VERBAL COMMUNICATION
The smile
The nod
The dropped head
The tense face
The eager body posture
The slouch
http://www.soapboxorations.com/donnellking/nvcom.htm
7. AND THE STUDENT’S ACCESS TO YOU
The quick question
The double check
The to what extent (how many, how much, how long)
MORE?
9. FORMATIVE ONLINE
The EXIT Slip
• Student understanding (Rate your degree of
understanding of the content)
• Student Effort (How hard did you work?)
• Student’s view of instructional strategies (Group
activities, reordering of strategies
• Open Dialog (what should I be doing to improve your
understanding or learning?)
CATS
Journals
10. FORMATIVE
Working through a few ideas
http://www.trianglehighfive.org/pdf/009_Formative_Assessment_Ideas.pdf
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
11. ANGELO AND CROSS
50 CATS by Angelo and Cross
http://pages.uoregon.edu/tep/resources/newteach/fifty_cats.pdf
Five Useful Introductory CATS
http://www.pccua.edu/assessment/classroom_assessment_techniques.
htm
16. WHAT
Interest Inventory
Expectations
Language and culture
Motivation
Demographic info
Technology level
Prior knowledge
Learning Style Preference
Is distance education for me? Austin CC
http://dl.austincc.edu/students/SelfAssess.php
17. MEANS TO AN END
“In terms of providing teachers with feedback,
the focus must always be on student learning and
the perspective must always be that instructional strategies are a means to
an end.”
--Robert J. Marzano
Notes de l'éditeur
It is important to understand what we are assessing. What does the grade describe?7 Principles of Good Teaching1. Good Practice Encourages Contacts Between Students and Faculty2. Good Practice Develops Reciprocity and Cooperation Among Students3. Good Practice Uses Active Learning Techniques4. Good Practice Gives Prompt Feedback5. Good Practice Emphasizes Time on Task6. Good Practice Communicates High Expectations7. Good Practice Respects Diverse Talents and Ways of Learning
http://www.osepideasthatwork.org/toolkit/ground_floor_part_1c.aspInterconnected ElementsCognition - a theory of what students know and how they know it in a subject domainObservation - tasks or situations designed to collect evidence about student performanceInterpretation - a method for drawing inferences from the observation(s)
Generally, you have fewer ways to tell what they are thinking.
“Formative evaluation provides information about the success of the student en route, and summative evaluation reveals whether or not he has arrived.”Source International Review of Education / 1973, Springerhttp://www.jstor.org/stable/3443374?seq=2
Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process. Source http://www.planetu.illinois.edu/resources/teaching/documents/ClassroomAssessmentTech-Introandex.pdf
Sound- audio files (Student created)Pace-Timed TestsAttention- Attention prompts within quizzesPeer Review- draft documents or productsSurveys- CATS, etcChecks-Essay checks, check lists of project preparationProducts- work products in a visual formVisuals-diagrammedrepresentation of ideas, group work, flowcharts, faxesLinks-entire websites of research
Setting the Record Straight on “High-Yield: Strategies, by Robert J. Marzano. Web reference Dec 1, 2012http://www.marzanoresearch.com/documents/Marzano9-09.pdf
