OLLIE Iowa

designing, and incorporating instructional strategies

• Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a)

Demonstrates effective instructional strategies and techniques, appropriate for online education, that align with course objectives and assessment (SREB C.1, SREB G.6, Varvel V.C, ITS 3.d, ITS 4.b)

Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a)

elects and understands how to evaluate learning materials and resources that align with the context and enhance learning (SREB C.15, SREB M.4, Varvel IV.C, ITS 3.e, ITS 4.f)

Provides opportunities that enable student self-assessment and pre-assessment within courses (SREB K, Varvel VI.I, ITS 5.d)

They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.

‘Forcing’ the individual student to assess their own behaviour, as opposed to others is more constructive – it supports the aim of developing collaboration skills, along with the knowledge component.

a student may agree to work toward the grade of "B" by completing a specific number of assignments

Students can share their self-assessments with a peer or in a small group,

A well written rubric not only helps the facilitator score the assignment but it and can greatly increase the quality and effort put into assignments by giving students a clear expectations with knowledge that must be demonstrated.

their overall strengths and weaknesses.

joint process for instructor and student

There may also be a perception amongst students that the academic is ‘shirking’ their responsibilities by having students undertaking peer assessments. In this situation students may be reminded of the Graduate Student Attributes.

developed set of communication skills

They were required to submit their self-assessments with the completed work, but their assessments were not graded.

lift the role and status of the student from passive learner to active leaner and assessor

Students will have a tendency to award everyone the same mark.

reflect

mature

These students reported that their ability to self-assess depended on knowing what the teacher expected

Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it.

Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.

 sample peer evaluation 

Students must feel comfortable and trust one another in order to provide honest and constructive feedback

students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.

they need to be taught strategies

Represent a student's progress over time

with instructions

For peer evaluation to work effectively, the learning environment in the classroom must be supportive.

•Encourages student involvement and responsibility.

When learners are at a similar skill level.

They also recommend that teachers share expectations for assignments and define quality. Showing students examples of effective and ineffective pieces of work can help to make those definitions real and relevant.

I barely touched on the use of rubrics, which is the tool I suggest for evaluating the completed team project itself.

Advantages:

Students may have little exposure to different forms of assessment and so may lack the necessary skills and judgements to effectively manage self and peer assessments.

Students that fell into this group were physically and cognitively lazy, not contributing to the process as required.

with an eye for improvement.

student’s grade

At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay.

For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners.

Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas.

6)  Learners have a developed set of communication skills.

One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.

There has been substantial interest in formative assessment among U.S. educators during recent years. Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.

during

A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.

opportunities for students to monitor their ongoing progress.

involve both teachers and students

With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.

helping students to provide constructive feedback to each other

process requires the teacher to share learning goals with students

evidence-based feedback that is linked to the intended instructional outcomes

Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.

adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

collecting evidence

cators representing approximately 2

From a learning progression teachers have the big picture of what students need to learn,

Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways (e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts), and that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each level of the progression would be to investigate a set of artifacts in increasingly sophisticated ways to extract information about a particular period or event in history. Not only would such investigations support the students’ development of historical reasoning, they would also provide evidence of the students’ ability to reason in increasingly complex ways. This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information. Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.

However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.

in a sixth grade math class students working in groups

during the course of instruction so that necessary instructional adjustments can be made to close the gap between students’ current understanding and the desired goals

They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.

This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria

Sharing learning goals and criteria for success with students, supporting students as they monitor and take responsibility for their own learning, helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process

teachers must first identify and then communicate the instructional goal to students

Helping students think meta-cognitively about their own learning

classroom culture characterized by a sense of trust

Alternatively,

Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback.

The students must be actively involved in the systematic process

Creating such a culture requires teachers to model these behaviors during interactions with students

Descriptive Feedback: Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success.

indirect feedback from the quality of their work

serve as guidelines

formula

You can adapt a rubric—

ment

self-assessment

The result is many students struggle blindly, especially non-traditional, unsuccessful, or under-prepared students, who tend to miss many of the implied expectations of a college instructor, expectations that better prepared, traditional students readily internalize.

Similarly, Heidi Andrade, in her study, “The Effects of Rubrics on Learning to Write,” has found that, while rubrics increased her students’ knowledge of the grading criteria and helped most of her students (especially the young male students) do well on the state writing test, many of the young female students, who had been more expressive in previous writing assignments, wrote poorly when writing, as we might say, to the rubric.

help the student with self-assessment

the criteria must be made clear to them and the jargon used must not only be understandable to the student but also be linked specifically to classroom instruction.

A for writing a 1000 word essay that “cites x number of sources and supports its thesis with at least three arguments” will lead students to perceive writing as a kind of “paint-by-number” endeavor (Mathews)

rubrics that are outside of the students “zone of proximal development” are useless to the students.

To have the necessary important conversations about rubrics—to build better ones, fix the problems casued by poor ones,