Weekend Ed. Quote ~ July 10
“The individualization of learning fundamentally redefines the role of assessment.”
~ Sebastian Thrun, founder of Udacity
Jul
10
“The individualization of learning fundamentally redefines the role of assessment.”
~ Sebastian Thrun, founder of Udacity
Jun
20
Continuing the theme of Assessment from BUS-435: Educator Kristin Nannini addresses formative and summative assessment in the context of a blog post on exit tickets. She created and posted this engaging infographic on formative and summative assessment. Visit Kristine Nannini’s blog, “Young Teacher Love,” for additional resources on many more educational topics!
Image Source: Nannini, K. (2017, June). How to Completely Transform Your Teaching with Exit Tickets.
Blog Post. Available online at this link: https://youngteacherlove.com/exit-tickets-formative-assessments-math/
Jun
18
Assessment is such an overarching concept. Regardless of the subject matter (Business Ed, English, Foreign Language, etc…) assessment will be a key component of the student’s and teacher’s experience.
So it is very important to get firmly grounded in the types of assessment, especially the difference between formative and summative assessment.
Key Concept: The first big difference is when the assessment takes place in a student’s learning process. Formative assessment/evaluation is an ongoing activity. Formative assessment/evaluation takes place during the learning process.
Summative assessment/evaluation takes place at the end of an instructional segment (concept, unit, semester, course).
Your resources for the week do an excellent deep dive on assessment so read/reread/bookmark them.
Please post questions/needs for clarification to the “Questions” forum.
Thanks!
Image Source: Couros, G. (2015, November 23). Do we imply finality in the term “summative assessment”? Blog Post. Available online at this link: https://georgecouros.ca/blog/archives/5812
Nov
14
Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here.
L-R: Helen Teague, Craig Verdal-Austin from Capetown, South Africa, Harun Bozna from Turkey, Heramb Kulkarni from Finland
Here are my Top Ten Key Take-aways and my post-panel reflections:
1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.
Assessment Word Cloud by Teague
Aug
27
In an opinion piece that succinctly explains what is troubling to most innovative educators, Graham Brown-Martin, Founder of Learning
Without Frontiers and Founder of Education Design Labs extols, “We continue to use technology to reinforce 19th century teaching practice.”
Read the full online interview at this link
Nik Peachey‘s comment is noteworthy: “Some really good points here about the way assessment is crippling the ability of technology to move teaching practice forwards.”
~~~
Word Cloud created by Helen Teague using Wordle
Jun
10
“Rubrics make the students’ lives much easier, but once written, they make the teacher’s life easier, too,” says Dr. Lena Nuccio-Lee, Assistant Professor of Professional Practice at the University of New Orleans. See the complete story here. Technology tools online also enable us to customize assessment for student groups. Does Timmy need to concentrate on writing complete sentences? Does Simone struggle with spelling? Has you been working with Stan on word attack skills? Insert specific criteria into your rubric to help individual learners.
How-to Resource: How to Write a Rubric
Technology Rubric Resources:
Landmark Project:
RubiStar
Rubrics for Projects:
PBL Checklists:
Rubric Links:
Teach-nology: