Results 11 - 20
of
316
The impact of self- and peergrading on student learning. Educational Assessment 1–31
, 2006
"... School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others ’ tests is valuable, saving teachers ’ time and augmenting student learning. Our study p ..."
Abstract
-
Cited by 20 (0 self)
- Add to MetaCart
(Show Context)
School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others ’ tests is valuable, saving teachers ’ time and augmenting student learning. Our study puts these presumed benefits to the test in 4 middle school science classrooms. We compared teacher-assigned grades to those awarded either by students to themselves or by their peers. By training students to grade with the help of a scoring rubric, a very high correlation was obtained between students and their teacher on test questions (r = 0.91 to 0.94). We found patterns of bias when students assigned grades. When grading others, students awarded lower grades to the best performing students than their teacher did. When grading themselves, lower performing students tended to inflate their own low scores. Performance on an unannounced, 2nd administration of the same test 1 week later measured the degree to which student-grading resulted in any increased understanding. Students who graded their peers’tests did not gain significantly more than a control group of students who did not correct any papers but simply took the same test again. Those students who corrected their own tests improved dramatically. Self-grading and peer-grading appear to be reasonable aids to saving teachers ’ time. Self-grading appears to result in increased student learning; peer-grading does not. Teachers face a troubling conflict whenever they create tests and quizzes. On the one hand, they want assessments that measure the full variety of facts, skills, and Correspondence should be addressed to Philip M. Sadler, Science Education Department, Harvard-Smithsonian
Technology-enhanced formative assessment: A researchbased pedagogy for teaching science with classroom response technology
- Journal of Science Education and Technology
, 2009
"... Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-Enhanced Formative Assessment (TEFA) is ..."
Abstract
-
Cited by 15 (2 self)
- Add to MetaCart
(Show Context)
Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-Enhanced Formative Assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap ” between educational research findings and practical, flexible classroom strategies for science instruction. cite as:
Assessment for learning? Thinking outside the (black) box
- Cambridge Journal of Education
, 2005
"... This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment ’ and ‘learning’. ‘Assessment for learning ’ is categorized as meaning: monitoring pupils ’ performance against targets or objectives; using assessment to inform next steps in teaching an ..."
Abstract
-
Cited by 15 (0 self)
- Add to MetaCart
This article draws on a survey of 83 teachers, to explore the concepts of ‘assessment for learning’, ‘assessment ’ and ‘learning’. ‘Assessment for learning ’ is categorized as meaning: monitoring pupils ’ performance against targets or objectives; using assessment to inform next steps in teaching and learning; teachers giving feedback for improvement; (teachers) learning about children’s learning; children taking some control of their own learning and assessment; and turning assessment into a learning event. Conceptions of assessment include assessment-as-measurement and assessment-as-inquiry. These conceptions are related to two conceptions of learning: learning-as-attaining-objectives and learning-as-the-construction-of-knowledge. The conceptions of assessment-as-measurement and learning-as-attaining-objectives are dominant in English educa-tional policy today. The article suggests that these conceptions need to be challenged and expanded, since conceptions held by those who have power in education determine what sort of assessment and learning happen in the classroom, and therefore the quality of the student’s learning processes and products.
The teacher's role in classroom discourse: A review of recent research into mathematics classrooms
- Review of Education Research
, 2008
"... Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving expla-nation, argumentation, and defense of mathematical ideas becomes a defin-ing featur ..."
Abstract
-
Cited by 15 (0 self)
- Add to MetaCart
(Show Context)
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving expla-nation, argumentation, and defense of mathematical ideas becomes a defin-ing feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the liter-ature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the class-room and that allow students to achieve desirable outcomes. From the find-ings, they conclude with implications for teachers.
Grade integrity and the representation of academic achievement
- Studies in Higher Education
, 2009
"... In this article, grade integrity is defined as to the extent to which each grade awarded, either at the conclusion of a course or module of study or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a students ’ performance. The three bas ..."
Abstract
-
Cited by 13 (1 self)
- Add to MetaCart
(Show Context)
In this article, grade integrity is defined as to the extent to which each grade awarded, either at the conclusion of a course or module of study or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a students ’ performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student’s performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation.
Distrust and Their Impact on Assessment Reform
- Assessment & Evaluation in Higher Education
"... This paper puts forward the case that one of the factors constraining principled learning-oriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations o ..."
Abstract
-
Cited by 13 (2 self)
- Add to MetaCart
(Show Context)
This paper puts forward the case that one of the factors constraining principled learning-oriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations of the same module taught in a teacher education institution. Through this example, the author analyses how accountability forces and distrust created an atmosphere which constrained the use of innovative assessment methods. The paper discusses how trust might be developed, some of the barriers arising, and the relationship between trust and good assessment practices. It concludes by sketching some possible avenues for further research into stakeholders ’ perceptions of the interplay between trust and assessment.
Developing sustainable feedback practices
- Studies in Higher Education
, 2011
"... Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes ..."
Abstract
-
Cited by 13 (1 self)
- Add to MetaCart
(Show Context)
Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and Feedback Enhancement project, involving in-depth semi-structured interviews with a purposive sample of award-winning teachers. The findings focus on those reported practices consistent with a framework for sustainable feedback, and particularly highlight the importance of student self-regulation. The article concludes by setting out some possibilities and challenges for staff and student uptake of sustainable feedback.
Clarifying the purposes of educational assessment
- Assessment in Education
, 2007
"... ..."
(Show Context)
The Gateway Group, in Association with Glen B. Alleman, All Rights Reserved Management of Change Design Specification (Very High Level) ➤ User Interface written in Visual Basic. ➤ Database accessed through ODBC compliant SQL interface. � Embedded SQL call
- Journal of Teaching and Learning in Higher Education (on-line
, 1994
"... Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article ..."
Abstract
-
Cited by 12 (0 self)
- Add to MetaCart
(Show Context)
Much evaluation of teaching focuses on what teachers do in class. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class. It is assumed that assessment has an overwhelming influence on what, how and how much students study. The article proposes a set of ‘conditions under which assessment supports learning ’ and justifies these with reference to theory, empirical evidence and practical experience. These conditions are offered as a framework for teachers to review the effectiveness of their own assessment practice.
Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning
- Educational Assessment
, 2006
"... What does informal formative assessment look like in the context of scientific in-quiry teaching? Is it possible to identify different levels of informal assessment prac-tices? Can different levels of informal assessment practices be related to levels of stu-dent learning? This study addresses these ..."
Abstract
-
Cited by 10 (1 self)
- Add to MetaCart
(Show Context)
What does informal formative assessment look like in the context of scientific in-quiry teaching? Is it possible to identify different levels of informal assessment prac-tices? Can different levels of informal assessment practices be related to levels of stu-dent learning? This study addresses these issues by exploring how 4 middle school science teachers used questions as a method of informal formative assessment, and compares those practices to measures of student learning. The approach to exploring each teacher’s questioning practices is based on viewing whole-class discussions as assessment conversations in which the teacher has the opportunity to draw out and act on students ’ evolving understanding. Assessment conversations are described as consisting of four-step cycles, where the teacher elicits a question, the student re-sponds, the teacher recognizes the student’s response, and then uses the information collected to student learning. Our results indicate that the teachers whose enactment of informal formative assessment was more consistent with this model had students with higher performance on embedded assessments. This trend was also reflected in the posttest scores. In addition, we found that teachers focused more on epistemic, rather than conceptual, features of scientific inquiry in their discussions. The study underlines the importance of informal formative assessment during scientific inquiry discussions for teacher training and professional development as a way to increase student learning.
