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Focus on Formative Feedback
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This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.
Goal 2025 - Lumina Foundation: Helping People Achieve Their Potential
"Based on current estimates, to reach the 60 percent level by 2025, the U.S. higher education system must produce 23 million more college graduates than are expected at present rates of production. The actual size of the gap will shift annually, as we make progress and new data become available. Obviously, we can’t close this gap overnight. But, for example, if we can start to increase the rate of attainment each year and produce 150,000 more graduates than the year before – an annual increase of about 5 percent – we will reach the big goal by 2025."
Assessment and Teaching of 21st Century Skills ~ Stephen's Web ~ by Stephen Downes
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While people contemporary business work with others and use subject knowledge and a variety of technological tools and resources to analyze and solve complex, ill-structured problems or to create products for authentic audiences
JOLT - Journal of Online Learning and Teaching
A harvesting grade book will similarly need to support disparate activities and the outcomes associated with those activities. As students swirl, the notion of curricular coherence is changing, and one important way to think about meeting the changing wor
Innovate: The Net Generation Cheating Challenge
They say: Our experience with unauthorized online quiz collaboration demonstrates how students can subvert the quality of online grading and how initial infractions can spread to pollute the learning environment, raising the question of whether the grades assigned are valid measures of what the enrolled student has learned.
They conclude that more test security is needed -- rather than conclude that collaborative learning requires other assessment methods
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Our experience with unauthorized online quiz collaboration demonstrates how students can subvert the quality of online grading and how initial infractions can spread to pollute the learning environment, raising the question of whether the grades assigned are valid measures of what the enrolled student has learned. The results of our study reinforce the importance of using the latest technology to design a more secure learning environment and foster an appreciation for academic integrity.
Interpreting Test Scores: More Complicated Than You Think - Chronicle.com
What are the key issues in testing today?
A. The most important issue may well be the rapidly growing use of standardized tests to hold educational institutions accountable.
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They cautioned that taken by themselves, test scores are not sufficient to provide a summary judgment of programs or institutions.
NIXTY» Blog Archive » OpenCourseWare, OpenAccess…OpenTeach?
Open Teach -- open source the teaching. Tremendous scale up issues unless you move to a Web 2.0 model. Need to look at our opened assessment ideas and Gibbons small group discussion of video lectures. This piece still carries some of the QWERTY 1.0 assumptions
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OpenTeach empowers professors to teach others for FREE. It enables them to step outside of the boundaries of their university and teach other students, hopefully less privileged, for free.
Council for Aid to Education
Home page for Collegiate Learning Assessment (CLA)
- the annotated sample shows how they present the data (page 8 of the pdf). Contrast that to the work WSU is doing at wsuctlt.blogspot.com on transformative gradebook - nils_peterson on 2008-07-31
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review an Annotated Sample Institutional Report, which
Portfolios Are Replacing Qualifying Exams as a Step on the Road to Dissertations - Chronicle.com
"We all concluded that the timed written exam is just not the most useful activity," he says. "After you do that last one, in your professional life you're never called on to do that again. There are some ways it shows a mastery of material, but not profe
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