Educational Mixology 2 -- tools, strategies, & compendia
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Web page for the Drexel Assessment conference (2014) session on turning feedback into learning

Web page for the Drexel Assessment conference (2014) session on turning feedback into learning | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

Please note:

(1)  This is a participatory workshop.

(2)  All workshop handouts are available for downloading from that link. 

(3) Attendees will want to bring their laptop or mobile devices to get the most out of the hand-on activities.

 

Image sources top to bottom -- 

http://www.assessment.uconn.edu/why/index.html

http://goo.gl/T6jEMS ;

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Go back to Educational Mixology main page| Scoop.it

Go back to Educational Mixology main page| Scoop.it | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

Collects the more general resources on blended learning and the material designed to get you thinking about the why's and how's rather than looking for specific tools.

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John Hattie: The black box of tertiary assessment

Sue Hellman's insight:

~ See slides 15, 16, & 17 for the impact of various teaching practices on student achievement. 

~ The paper that goes with the slides --> http://akoaotearoa.ac.nz/download/ng/file/group-4/n3469-the-black-box-of-tertiary-assessment---john-hattiepdf.pdf

 

[Note: "Self-reported grades" means getting students to raise their expectations of themselves. See this video at http://vimeo.com/41465488]

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Student perspectives on rubric-referenced assessment | University at Alabany

"Although ... [the] image of students actively engaged in their own assessment has face validity and enormous appeal, whether or not assessments actually serve the purposes of learning as well as 

evaluation depends on how students perceive of and use them. Because 'student perceptions are inextricably tied to the classroom assessment experience and ultimately the meaning and use of the information it affords' (Brookhart, 2003, p. 6), the study reported here was designed to provide some evidence of how students perceive of and use assessment in general and rubrics in particular."

 

The actual rubric is provided on p. 9 in Appendix A. 

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RubricNewsReports.pdf

Sample rubric   -- instructions at the top suggest that this was used in a  peer evaluation. Perhaps all audience members were given cards and asked to provide feedback to their presenter-peer. This would be an example of assessment for(providing formative feedback to the presenter) and as learning (especially for those who had not yet presented, thinking about how to improve their own work). 

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How To Create A Rubric That Does What You Want It To

How To Create A Rubric That Does What You Want It To | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

"Given the goals being assessed, are we then focusing on the most telling criteria?  Have we identified the most important and revealing dimensions of performance, given the criteria most apporpriate for such an outcome?  Does the rubric provide an authentic and effective way of discriminating between performances?  Are the descriptors for each level of performance sufficiently grounded in actual samples of performance of different quality?  These and other questions lie at the heart of rubric construction."

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Penn State Rubric Cubed: Rubric Builder, Interactive Grading Rubric, Rich Feedback Generator | John A. Dutton e-Education Institute

Penn State Rubric Cubed: Rubric Builder, Interactive Grading Rubric, Rich Feedback Generator | John A. Dutton e-Education Institute | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

Cached page because the original is no longer availalbe. The links are still active. 

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What do Students Think of Rubrics? | Academy of Art University

"What can teachers do .. to make rubrics more useful to your learning?

~ When the assignment comes up, they should go over them with more detail.

~ Mention specific points during the term when it is pertinent to review the rubric. I've only ever had a teacher say "read the rubric" at the very beginning of a class.

~ The teachers should write little comments on your rubric to explain why you got what you got.

~ Follow them during critiques. Usually you think you are doing fairly well during the weeks of critique, and then you get your grade back and it does not reflect the critique comments."

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Classroom Assessment Techniques Hopkins | U Southern California

"Classroom Assessment is a formative rather than a summative approach to assessment. Its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students. It provides faculty with feedback about their effectiveness as teachers, and it gives students a measure of their progress as learners."

Sue Hellman's insight:

The techniques are organized according to level of thinking 

~assess prior learning, recall, understanding

~synthesis & creative thinking

~application & performance

~analysis & critical thinking

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Student-Generated Rubrics: Part Five in a Five-Part Series - TeacherVision.com

Student-Generated Rubrics: Part Five in a Five-Part Series - TeacherVision.com | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

Student- generated rubrics -- it can be a good strategy to give them exemplars and work in groups to 'tease out' the criteria different aspects that you assess. If you do your own first, you'll have an interesting basis for comparison. 

Sue Hellman's insight:

The person who created this slide show uses the creation of rubric criteria as a way to get students to frame big questions for a course.

http://www.slideshare.net/JCBrewer34/student-created-rubric-postable

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The "Quality Matters" Higher Education Rubric for online courses

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Assessment Toolkit | Dublin Institute of Technology

"Assessment can consume a large amount of staff and student resources, so it needs to yield a high return in order to be efficient."

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Search this collection using the tags

Search this collection using the tags | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

The tags shown in this list will give you resources pertinent to the Assessment ROI: Turning feedback into learning presentation at the Drexel Assessment Conference (2014).

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Students’ perceptions about evaluation and assessment in higher education: a review1

Students’ perceptions about evaluation and assessment in higher education: a review1 | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it
(2005). Students’ perceptions about evaluation and assessment in higher education: a review1. Assessment & Evaluation in Higher Education: Vol. 30, No. 4, pp. 325-341. doi: 10.1080/02602930500099102

 

"Research findings reveal that students’ perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment."

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2009 TLHE Keynote Address 1 : How Assessment Can Support or Undermine Learning

SPEAKER : Professor Graham Gibbs Visiting Professor, Oxford Brookes University Former Director, Oxford Learning Institute" 

 

 Five assessment tactics that support student learning:

~capturing student time and effort and distributing that effort across topics and weeks;

~generating high quality learning effort, orientated towards clear and high standards;

~providing sufficiently timely feedback to students on their work

~providing high quality feedback; and

~ensuring that students use feedback.

Gibbs, G. (2010). Using Assessment to Support Learning. UK: University of East Anglia. (pp.24 - 35.) from http://wikieducator.org/Assessing_and_Evaluating_for_Learning/Feedback_and_Learning_Support_module

Sue Hellman's insight:

Also on Gibbs from the same website -- "10 pedagogic principles  underlying the use of assessment to support learning". I've picked those germaine to this workshop:

"(8) Feedback should be appropriate in relation to students' understanding of what they are supposed to be doing.

(9) Feedback needs to be received and attended to.

(10) Feedback should be provided in such a way that students act on it and change their future studying."

 

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The role of rubrics in advancing and assessing student learning

"An undergraduate student in an American History course spent many hours work- ing on her “museum display” on the Gold Rush. She received a “B” on her project with no other comments. She expressed concern that she had met the project guidelines and asked the professor what she could have done to get an “A.” The professor responded, “I reserve ‘A’ for a highly creative project.” 

 

How do you think this student felt?

 

'More than what educators say, more than what they write in curriculum guides, evalua-tion practices tell both students and teachers what counts. How these practices are em-ployed, what they address and what they neglect, and the form in which they occur speak forcefully to students about what adults believe is important” (Eisner, 1991, p. 81).' "

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Carnegie Mellon U & Cornell

Carnegie Mellon U & Cornell | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

"Here we are providing a sample set of rubrics designed by faculty at Carnegie Mellon and other institutions. Although your particular field of study or type of assessment may not be represented, viewing a rubric that is designed for a similar assessment may give you ideas for the kinds of criteria, descriptions, and performance levels you use on your own rubric."

 

See especially:

~ Philosophy paper --> (it will download automatically)

Sue Hellman's insight:

See also this page from Cornell. It provides a way for you to scaffold students' use of rubrics as well as links to examples and resources.

--> http://www.cte.cornell.edu/teaching-ideas/assessing-student-learning/using-rubrics.html

 

Here is a sample strategy for introducing rubrics to students:

~Provide samples, or smaller sections of samples, of a complete assignment (consider asking previous students for permission to use their assignments as samples, provided that you remove their names).

~Have students evaluate the assignments individually using the rubric.

~Have students share their results with a partner and justify their evaluation by explaining how they used the rubric.

~Ask a few pairs to share their responses with the class. (Paying attention to students’ reactions/interpretations of the rubric is useful and may inform rubric adjustments).

~ Provide your own evaluation of the sample assignments and explain how you used the rubric to assess the work.

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Assessments That Support Student Learning | CWSEI at UBC

"The bottom line?

Teaching students to monitor their own performance should be the ultimate goal of feedback.1 Continuous support for improving these skills will help students transfer learning to new situations and become effective lifelong learners."  -- Key points and factors from the review paper “Conditions Under Which Assessment Supports Student Learning,” by G. Gibbs and C. Simpson

 

Link to the original study --> http://www.itl.usyd.edu.au/assessmentresources/pdf/Gibbs%20and%20Simpson.pdf

Sue Hellman's insight:

More from the Carl Wieman Centre at UBC --> http://www.cwsei.ubc.ca/resources/instructor_guidance.htm

 

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Rubric_Packet | California State

SUPER EXAMPLES !!! Each of the upper criteria includes & extends the one below.

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What Is the Zone of Proximal Development?

What Is the Zone of Proximal Development? | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

The zone of proximal development [ZPD] is the distance between what a learner can do with help and without help.

 

Link to the image source --> http://lmrtriads.wikispaces.com/Zone+of+Proximal+Development. This integrates some of Csíkszentmihályi's "flow" state research (http://en.wikipedia.org/wiki/Flow_(psychology)) with Vygotsky's description of the ZPD. 

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ROLE Reversal: Rubrics fail students as much as grades

ROLE Reversal: Rubrics fail students as much as grades | Educational Mixology 2 -- tools, strategies, & compendia | Scoop.it

"Rubrics use words like, "seems," "little," "mostly," "adequate," "some" and "weak," to name a few. 

 

Although narrative feedback, the method of assessment that should eliminate grades and rubrics, may use subjective words in some cases, the feedback is far more specific and individualized. If the feedback says, "Very well done overall," this will be followed up with a careful explanation of what was done well. Rubrics don't do this, so even students who meet the learning outcomes don't know how they did it, based on a rubric. Consequently, learning is lost."

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Scoring Rubric for written assignments and oral presentations] | Michigan State

Contains a rubric for grant proposals

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Rubrics for Higher Ed - LiveBinder

The facts on rubrics and the resources to create them.

If you don't see the resource in the frame, click on the link at the top to download it.

 

See also this list from Northern Arizona U --> http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/discrubric.php

Sue Hellman's insight:

LiveBinders is a free resource you can use to collect resources and create assignment sheets for students. 

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Using Rubrics for Course Assignments

p. 15 has one of the best examples of a poor rubric I've found. It is just collection of performance 'spectrum' words which are really no different to letter grades or percentages except for the list in the left column that says what the instructor looked at -- but not what he/she looked for. 

 

Two other poor examples:

http://www.carla.umn.edu/assessment/vac/evaluation/p_7.html

http://pareonline.net/getvn.asp?v=7&n=3 ;

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