assessment

Two main issues prompted this blog:  1.  My own struggle to blog daily in March about/in conjunction with Digital Is, and 2. the closing conversation in the P2PU.org study group about active versus passive participation in digital spaces. My own experience, on the surface at least, has suggested that my primary issue is time.  I have time to “dip” into DI regularly, but it is difficult for me to...
I knew where I wanted to start this morning when I returned to Digital Is:  Indiana University Learning Sciences and the research team’s two resources, “Join the Network!” and “Participatory Learning and Assessment Network (PLAnet).”  Quite honestly, as a new member of the IU System, it was initially the IU logo that drew me in, and I ended up exploring for a while. I started with “Join the...
The module was bracketed by pre and post standards oriented assessments in the form of NAEP writing exams.    In a pre/post repeated measures model, the effect was F(1, 13)=14.3, p<.005
Read the entire blog post and join our conversation at Remediating Assessment. Excerpt: A February 2 article in Education Week surveyed efforts in California, Oklahoma, and other states to gauge the opportunities for creative and innovative work.One of our main targets here at Remediating Assessment is pointing out the folly of efforts to standardize and measure “21st Century Skills.”So of...
Day One:Students took the pre-test, Prompt A. I gave them 15 minutes to write their essay and these seemed like the right amount of time. Doing this didn’t seem unusual to my students because I have them practice writing from essay prompts every now and then.The opening reflection questions turned out really well. Students enjoyed sharing how they persuade people and I got some really...
I designed this module with Rebecca Itow as part of the Participatory Assessment Network, a project headed by Dan Hickey and his team of researchers in the Learning Sciences Program at Indiana University.  This module is designed around the following standards:  MCCSC Standards10.7.6  Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (...
Disingenuous persuasive arguments drive me crazy. Persuasion for the sake of a grade as opposed to something that matters to one’s life and well being are two very different beasts. Making students understand that if they don’t have the tools to persuade, they will never have any kind of power, is a difficult sell. They don’t really hear it. Maybe it’s because they’ve never possessed power, so...
Understanding and Evaluating Characterization in Novels Overview The idea behind this unit is for students to develop a greater understanding of how authors create characters using various categories of character traits and then evaluate how well those representations reflect reality. These traits include physical, identity, and social/moral. Several activities described below were used as...
CC-2560951576_b15f9125cf_m.jpg In this study, Anne Herrington and Sarah Stanley review a computer program designed to 'read’ and respond to student writing. They focus on the ideology of language that drives the program and find that the program “enacts an arhetorical view of writing, a homogeneous view of English as a single-standard dialect, and an error-focused...
CC-5329133932_40915faf65_m-2_0.jpg In this essay, Beth Ann Rothermel describes the heavy marketing of machine-reading programs to K-12 administrators and teachers. She argues that these programs narrow and constrict the work of both writer and teacher. With machine-reading programs, she writes, teaching and learning become "formulaic and asocial." PDF of Rothermel'...

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