Assessment Basics (Activity 4.4-Metacognition)

May 5, 2011 5 Comments

In Activity 3 – Active Learning – we were asked to begin development of our end of the year project, which included articulating our “big idea”.  Robin commented that the majority of class – including myself – posed the “big idea” as a question, not a statement.  She indicated she had not encountered that before and provided guidance to all of us that had posed a question to re-cast our “big idea”.

As I reflected on this, two things came to mind  (True metacognition, as I had not consciously thought about this process and why I used a question form.)

1. Prior classes in this series.  We developed course frameworks/learning modules in the other classes, where we were directed to express guiding ideas for our modules as questions.

2. Robin’s activities in this class.  I realized that Robin posts the guiding questions at the start of the activities.  It is clear to me by the questions what the focus and take-away of the activity is.

So, how does this relate to this week’s activity assessment basics?

1. Competency and ability.  In each activity, there is a clear competency goal – i.e., we are learning something specific about a topic.  We are assessed and measured by a numerical grade on this by a content post.  However, by provding the focus in the form of question, ability is developed.  I need to sort through information, connect with others via internet tools (diigo, twitter, blogs) and learn through doing this what is important on the topic.

2. Formative and summative.  The questions posed are open-ended and are formative in the sense that there is no one right answer.  Robin and peers can easily adjust their feedback to my understanding and it is up to me to decide depth and breadth.  At the same time, the questions are summative in that they lead me to learn a specific thing and the content blog requirement has a component that I must re-iterate the meaning – a very specific assessment of my learning.

Filed under Metacognition

Assessment Basics (Activity 4.2-Blog Content)

May 5, 2011 3 Comments

The definitions for this module are clear, however, the application overlaps.

– summative assessment – tests given to determine at a particular point in time what is known and not known – such as standardized tests, end-of-chapter quizes, etc.

– formative assessment – planned process in which teachers or students use assessment-based evidence to
adjust what they’re currently doing.  (helpful strategies: criteria and goal setting; observations; questioning strategies; self and peer assessment; and student record keeping)

– competencies – skills someone learns or has; more rote

– abilities – adpative expertise

In my on-line teaching environment, these concepts are explored.  The stated intent and how the success of the on-line math tutor program is assessed is definite summative assessment.  The students are placed in the program because they are performing below the state standard for their grade level.  This test is again administered at the end of the on-line math tutoring program, where there is evidence of increase.

The day-to-day teaching is mostly formative.  The students take review quizes that cover past concepts and practice quizes at the end of each module they complete.  (The module consists of an interactive focused lesson on a particular aspect of math – such as adding fractions or calculating the area of a rectangle.)  Based on the results of the quiz and my personal assessment, the student is allowed to continue to the next module.

I feel the assessment I do it both summative and formative.  I often ask summative questions to ensure the student’s impasse is not due to basic skill – such as understanding that quotient means the answer to a division.  Other times – and mostly – it is formative, can you draw two rectangles whose area is 12 or give me a multiplication problem to solve and then as I solve it, I ask them for advise.

The tutoring is mostly focused on competency learning, as the students are not performing at the grade level they should be and the education they need is basic.  I usually make at least one problem I give them each session, though, one that develop adaptive expertise, as I feel education is about them coping better in the real-world and it keeps them more interested.  For example, when studying decimels I will use an example of buying something in the store and asking how much change I might get or for division ask them about cutting a cake or pizza.

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Active Learning (Activity 3.4-Metacognition)

April 29, 2011 2 Comments

The concepts in this module provided an articulation of something that I immediately resonated with.   If anything, I would rename backward design – to proper design – ensuring you are clear about the goals of what you want the student to learn, so you can have a guide for the actions to get there.    By adding – how are you going to assess this? – ensured the activities were appropriate for the goal and everything the student needed was done.

What was particularly focusing for me, was the reminder about active learning.  By viewing the course development in a goal fashion, I had a tool to incorporate active learning.  This means guiding the student the student, but letting him take the lead.  Activities that are collaborative reinforces the learning, but seeing different approaches.

The concept of ill-stuctured problems which challenge the student actually helped me feel more comfortable with the elearning courses.  I realized the technology often feels it is impinging on my learning goals, but, in fact are part of the process.  Such as posting on other people’s blogs, I see different approaches, even though the overhead to go to each site was initializing frustrating.  I found by posting everyone’s blog address on my blog, I could have all the links in one place and just go to them – a useful approach, I am sure, for future endeavors.

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Active Learning (Activity 3.2-Blog Content)

April 29, 2011 3 Comments

Big Idea?

  • Why is having a colonoscopy for colorectal cancer so important?

Ill-structured problem?

  • Write a convincing letter to themselves or someone to have a colonoscopy.

Assessment?

  • Letter would have elements of screening techniques, highlights of colonoscopy, and information on the process to eliminate patient fear and encourage to have screening.

Skills needed?

  • Know the recommended screening guidelines, including possible symptons.
  • Know the different types of screenings for colon cancer.
  • Understand why a colonoscopy is the “gold standard” for screening, as it is the only one that removes polyps that can lead to cancer.

Activities?

  • Read provided information from weblinks; search the topic on their own.
  • Participate in on-line forums of cancer patients and caregivers.
  • Talk to friends and family members about their history and experience.
  • Find and explore you-tubes ranging from colonoscopy descriptions to colonoscopy humor.
  • Understand the colonoscopy procedure and how you can support someone in the the process.

This a re-cast of a learning module I began in the first series of these courses.  Susan observed that her approach would be different with this more in-depth understanding of assessment.  As I looked at my past work, I agreed.  Many of the activities were “passive”.  The activities/lessons focused on information I provided, but were not necessarily engaging the student.  For example, rather than me providing you-tubes for the student, I am having them do that exploring.

I specificially called out the Assessment component of this learning activity, as it helps me ensure the activities I provide will develop the skills required.  For example, in telling the student they need to indicate how they would support someone in the process, is a different approach than just saying this is the process.  By understanding how I will assess the student on this activity, I was able to see I needed to make this more active learning.

Filed under Content

Learning Theory (Activity 2.4-Metacognition)

April 23, 2011 7 Comments

The idea that focusing on how one is learning something, helps us learn it better is one of those “eye-opening” concepts to me.  “Teachers can help students change their original conceptions by helping students make their thinking visible” is something that intuitively feels correct, but not something I specifically considered.  I feel as a teacher this provides a good framework for asking the appropriate learning  level questions and providing appropriate learning level information.  For example, having a student show me their actual work when doing a multiplication provides more information and possible correction, than them just providing the answer.

As a student, I know that when I write something down I remember it better, as it is not just the copying of information that I do, but paraphrasing or highlighting the concept I want to remember.  I also know that with friends and family, I often reason things out and I can see the issue differently allowing me to go to the next step in understanding.  When I reflect on teachers that I have had, although not aware of it at the time, the ones that stand out and I resonated with were the ones that were there with me.

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Learning Theory (Activity 2.2-Content Blog)

April 23, 2011 1 Comment

The basic theories presented in this section provide a frame for considering how learning occurs. Briefly,
– Perry’s Scheme of intellectual development describes a 9-stage process of learning maturity where the student goes from accepting to developing a schema of their own beliefs.
– Situated Cognition offers that learning does not occur in vacuum and needs and benefit from a social context.
– Routine vs. Adaptive Expertise – offers that learning needs to be matched to the level of the student and that need be matched in order to continue the learning process.

From my own experience, I resonate with these theories and agree with them. As child, my parents provided us with a children’s encyclopedia which they kept on a floor-level bookcase. I remember often reading passages and then further talking to other – teachers, parents, siblings. Often they would translate to real-world experiences – such as capturing bugs and dissecting them. I was then able to form my own theories and patterns and present, argue, and test my ideas. Of course, the process was not always linear as presented here and did not always begin with reading something.  It always had the elements, though, of starting with information that caught my interest and with resources to continue that exploration.  My learning as I became older, was similar, often with classroom instruction, books, etc.

The internet has exponentially increased the resources I have available.  I think nothing of researching something on-line or participating in communities of practice.  For example, when faced with a medical situation, I subscribed to academic journals, often using internet searches to understand a word.  I would participate in forums, where I could pose and answer questions and had regular email dialog with my doctor.

As an instructor, the eLearning environment is an ideal personalized motivation, creativity, and knowledge-needs, as it allows students to focus and evolve at their own pace and depth. As an instructor, where someone is coming to us for a specific topic, this can be challenging.  Students will connect to you at different learning levels and the key is to be responsive to keep their personal learning environments exciting and evolving.    In the on-line math class I teach, I question students differently depending on how well they are doing on their practice tests or the problems I give them.  For example, a student who seems to be struggling with multiplication tables, I might give “series” questions – such as fill in the missing number to 7-14-21-?.  For a student who has mastered the concept, I might ask them to make up a multiplication for me to solve.

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Personal Learning Environments

April 18, 2011 1 Comment

From a student perspective, the areas that I find beneficial in a PLE (in this instance this blog) includes:

1. Repository.  I have an easily accessible, single repository for all the information I wish to maintain.  There is a time investment in setting this us, but I can quite easily “click” on what I need and have easy access to refer back to information.   Prior to taking an eLearning course, I had not used an “interface” – i.e., blog – for information and only used “flat-files”, which made accessing data uneven and difficult to find things.

2. Notetaking.  Prior to utilizing a “blog” for my PLE, when I did a course reading or investigation, I would print out the appropriate pages and screens, highlighting information, or taking notes on paper.  What I now have the option of easily doing is opening up two windows beside each other – with the reading, video, or search in one and my “blog” opened to a Notetaking page.  As I read/watch/find information, I can type a note in and easily copy and paste links and information.  It doesn’t totally replace the other methods, but it is quite helpful.

3.  Administration.  There are also many sources of information that being centralized is helpful.  For example, I have scanned in a copy of my receipt for this class, as I know I will need it later for my company, as this course is partially reimbursed.

From an instructor perspective, the PLE of my students provides an easy, organized way for me to see the progress and results of the learning process.  It is another way to the emphasis and focus my students have taken.

Filed under Metacognition

Focusing on Improvement

April 13, 2011 Leave a comment

One of the exercises we did at the first in-person class yesterday was to develop a strategic goal.  The purpose of the exercise was not to develop the goal, as much as it was a way to experience one way of providing assessment that helps both the student and instructor.  In this exercise, Robin – the instructor for the class – critiqued the goals we did.  She focused on the goals that were not completed consistent with her vision of how the goal should be written – for example, a measurement might be confused with the goal statement.  Robin’s point was that by focusing on the elements that needed improvement it provided feedback for her as an instructor as to what she needed to improve – in this case the description of what the measurement is.

As I reflected on this, I realized it was a good way to provide feedback to the student, as well, providing them with information on where they were stuck – i.e., help them at the level they needed it.  I often focus on what is working well.  I did not feel Robin was not negating the need for acknowledgement and positive reinforcement, but more that with limited time this might be effective.

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