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Grading 2.0: Evaluation in the Digital Age – elearnspace
Grading is a waste of time. We only do it in schools and universities. It’s a sorting technique, not truly an evaluation technique. Iterative and formative feedback is what’s really required for learning. This is achieved through active engagement with and contribution to networks of learners.
Student Technology Proficiency | SimpleAssessment
Introducing SimpleAssessment - the simple, yet powerful tool that takes the hassle out of assessing student technology proficiency.
Rise of Nations: A Model for Assessment? ~ Stephen's Web ~ by Stephen Downes
Some comments on assessment worth repeating: "In any real learning:
- don't leave the learning space to assess;
- marry learning and assessment closely;
- use a trajectory of variables across time in the assessment;
- allow learners to theorize their learning and develop better strategies;
- use the same assessment for formative and evaluative purposes;
- track what learners have done over time and how they have used facts or information as tools;
- don't bother assessing people if they haven't played the game with deep engagement for some time."
Evaluating a Journey | David Truss :: Pair-a-dimes for Your Thoughts
So how do you create a rubric to give feedback to students about their journey? I decided on a few things first:
1. Reflection is important and needs to be valued.
2. This is a big transition… some forward planning also needs to be valued.
3. This is NOT a grade! (The program is not graded, you just need to meet the requirements.)
4. It needs to be ‘different’ enough that the many different teachers doing the interview won’t fall into ‘grading’ mode.
B.I.A.T. - Bringing It All Together
FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
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The end result of the facilitated math experience is that the student will have had his mastery needs met because he was able to fix a miscalculation, he was able to share his fix and feel safe about making mistakes and learning from them. This student is more likely to embed the concept into his mathematical schema.
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FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
B.I.A.T. - Bringing It All Together
FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
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FACT: Students do not need marks to be motivated. Most of the best work I have ever seen came from students who were not worried about evaluative handcuffs.
Wikimapia - Let's describe the whole world!
Need to do this with our school and our city and...
Accountability, Testing, Weighing the Pig, and Healthy Lifestyles at Change Agency
“We don’t become healthier by just weighing ourselves every morning.”
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“We don’t become healthier by just weighing ourselves every morning.”
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I need multiple measures in order to assess my health
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kis21learning wiki / A "Digital Arts" Menu for Multiple Intelligences
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1. Which is your strongest "multiple intelligence" (Gardner)? Take this questionnaire to find out!
2. Choose from the Multiple Intelligence(s) Menu(s) below to see which "Digital Arts" might be most enjoyable for you to explore in iLife and Web 2.0
educational-origami » Bloom's Digital Taxonomy
This is an update to Bloom's revised taxonomy to account for the new behaviours emerging as technology advances and becomes more ubiquitous. Bloom's revised taxonomy accounts for many of the traditional classroom practices, behaviours and actions but does not account for the new processes and actions associated with web 2.0 technologies and increasing ubiquitous computing.
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bloom's Digital taxonomy v2.1.pdf
Assessment: Time to Put It in Context | Edutopia
- The implications for instruction are clear: The teacher becomes more a manager of students' projects and learning processes than a direct instructor. Students themselves take on more of the responsibility of instructing others as they work in project-based teams. - datruss on 2008-05-10
F for Assessment: Standardized Testing Fails | Edutopia
- If enough educators -- and noneducators -- realize that there are serious flaws in the way we evaluate our schools, and that those flaws erode educational quality, there's a chance we can stop this absurdity. - datruss on 2008-05-10
A Difference: Academe's Dirty Little Secret
- I guess this is academe's dirty little secret: there are no assessment standards. - datruss on 2008-05-10
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I guess this is academe's dirty little secret: there are no assessment standards.
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"If you really want to ramp up your teaching have your students create content that educates. That will naturally engage them at a higher cognitive level."
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Marking What Counts and Reporting on Report Cards | Pair-a-dimes for Your Thoughts
We can’t fundamentally change our report cards in a truly meaningful way until we change what we consider important first. However, assessment itself is the greatest impediment to meaningful change in education. Standardized tests are about ‘counting marks’ NOT ‘marking what counts’.
Techlearning > > Bloom's Taxonomy Blooms Digitally > April 1, 2008
- In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high. - datruss on 2008-04-06
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