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School Checklist : Observation form and Self-assessment

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School Checklist : Observation form and Self-assessment

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AI and assessment: a conversation with ChatGPT

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AI and assessment: a conversation with ChatGPT

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Objective: The objective of this self-assessment task is to help you reflect on your understanding of the writing process in Italian and evaluate your strengths and areas for improvement. This task will also provide you with an opportunity to assess your ability to plan, draft, revise, and edit written work effectively.

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Examples for rubrics for cooperative activities

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Examples for rubrics for cooperative activities

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login Learning Technologies at Your Fingertips

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Welcome to RCampus. Login or become a member of RCampus. Membership is free. Gain access to a number of faculty and student services, course management, free book exchange, clubs websites, study groups, jobs, tutors, classes, etc.

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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

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DeepL Translate: The world's most accurate translator

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Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

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Templates for Oral Projects, Products, Multimedia, Writing Skills, Timelines....

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Recommended for language teachers. Interesting tips on written feedback.

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Toolkit for Assessing Cooperative Activities

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Toolkit for Assessing Cooperative Activities

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CO-LAB supports the mainstreaming of Collaborative Teaching and Learning through recommending what works

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Regardless of whether you are modifying an existing rubric, creating one from scratch, or using a rubric developed by another party, both before and after you use the rubric is a good time to evaluate it and determine if it is the most appropriate tool for the assessment task.

Questions to ask when evaluating a rubric include:

Does the rubric relate to the outcome(s) being measured?
The rubric should address the criteria of the outcome(s) to be measured and no unrelated aspects.

Does it cover important criteria for student performance?
Is the rubric authentic, does it reflect what was emphasized for the learning outcome and assignment(s)?

Does the top end of the rubric reflect excellence?
Is acceptable work clearly defined? Does the high point on the scale truly represent an excellent ability? Does the scale clearly indicate an acceptable level of work? These should be based not on the number of students expected to reach these levels, but on current standards defined by the department often taking into consideration the types of courses student work was collected from (introductory or capstone courses).

Are the criteria and scales well-defined?
Is it clear what the scale for each criterion measures and how the levels differ from one another? Has it been tested with actual student products to ensure that all likely criteria are included? Is the basis for assigning scores at each scale point clear?
Is it clear exactly what needs to be present in a student product to obtain a score at each point on the scale? Is it possible to easily differentiate between scale points?

Can the rubric be applied consistently by different scorers?
Inter-rater reliability, also sometimes called inter-rater agreement, is a reference to the degree to which scorers can agree on the level of achievement for any given aspect of a piece of student work. Inter-rater reliability depends on how well the criteria and scale points are defined. Working together in a norming session to develop shared understandings of definitions and adjusting the criteria, scales, and descriptors will increase consistency.

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Regardless of whether you are modifying an existing rubric, creating one from scratch, or using a rubric developed by another party, both before and after you use the rubric is a good time to evaluate it and determine if it is the most appropriate tool for the assessment task.

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A guide from Brown University

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The Harriet W. Sheridan Center for Teaching and Learning

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of videos, planning forms, rubrics, blogs, and more. Whether you want to learn about PBL, or find classroom resources, our materials will support your journey.

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Presentation how to design rubrics - Download as a PDF or view online for free

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Assessment and Student Success in a Differentiated Classroom

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Assessment and Student Success in a Differentiated Classroom : Tomlinson, Carol Ann, Moon, Tonya R.: Amazon.de: Books

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Independent study experiences can be extremely rewarding both for students and their advising instructors. As our Teaching Tip, Self-Directed Learning: A Four-Step Process, explains, independent study gives students the opportunity to explore not only a given topic but also their own learning strategies and goals, and learning contracts can play a critical role in ensuring that this process is a successful one. Learning contracts give ownership to students over their learning at the outset of a project or class, they prompt students to reflect on how they learn, and they establish clear goals and project timelines. For instructors, learning contracts serve as an outline for independent study units and as tools to aid evaluation.

To maximize these benefits, students should develop their own learning contracts, which the advising instructor reviews to provide constructive feedback and suggestions for modification. Because the contract is an agreement between instructor and student, both should sign the final contract and, if modifications become necessary as the learning experience progresses, both should approve and sign the modified contract.

This Teaching Tip reviews the benefits and limitations of learning contracts, outlines both student and instructor responsibilities in creating learning contracts, and concludes with a sample learning contract you can draw on when designing independent study experiences for your students.

Benefits

Learning contracts...

Require students to be intimately involved in the process of developing their unit of study.

Require students to explore their readiness to learn and their self-directed learning skills.

Maximize students' motivation to learn because they have chosen the agenda.

Help to keep less independent learners on course with specific and concrete goals and deadlines.

May include a schedule of regular meetings with the advising instructor.

Encourage independence of students, which can result in fewer demands made on instructors' time.

Provide a formal way to structure learning goals and activities as well as the evaluation of learning goals, which helps to minimize misunderstandings and poorly communicated expectations.

Schedule and enable the continual feedback about student progress.

Enable advising faculty instructors to encourage use of a wide variety of resources (e.g., peers, library, community, experiences).

Limitations

Learning contracts...

May be challenging to create for students who are used to lecture/exam types of courses.

May not be suitable for content with which students are totally unfamiliar - some initial guidance may be required.

May require modification as the unit progresses - careful thought is needed for how much modification is acceptable, which could be defined at the outset of each unit.

Require that instructors redefine their traditional roles and make the transition from teacher to advisor.

Responsibilities for the learning contract

Student responsibilities

1. Propose a written learning contract of what you want to learn and how you plan to learn it.

2. Develop a detailed schedule that has you working on contract activities each week.

3. Take the initiative to contact your advising instructor immediately to get the assistance you need (with, for example, motivation, resources, feedback, problems).

4. Meet with your advising instructor regularly to review progress and discuss material.

Instructor responsibilities

1. Assist in developing learning contract and ensure its completion and good quality.

2. Recommend learning resources, such as books, journals, people, agencies, library materials.

3. Be available as a resource for information, but allow the student to take initiative in asking for assistance with learning.

4. Meet regularly with the student to review progress, share ideas, and encourage learning.

5. Evaluate the student's work as described in the learning contract.

Sample learning contract

The following learning contract - presented first as a template with student instructions and second as a completed sample - is adapted from Knowles (1986). In addition to the planned activities and evaluation shown in the table below, it is important to document expectations related to policies, including late submissions and requests for extensions.

Student instructions

Learner: ________________________

Learning Experience: ______________________________

What are you going to learn? (Objectives)

How are you going to learn it? (Resources and Strategies)

Target date for completion

How are you going to know that you learned it? (Evidence)

How are you going to prove that you learned it? (Verification)

Advising faculty member feedback (Evaluation)

I have reviewed and find acceptable the above learning contract.

Student:____________________

Advising instructor:________________________

Completed learning contract

Learner:_Iwana Knowmore_

Learning Experience: ___Adult education theory__

What are you going to learn? (Objectives)

How are you going to learn it? (Resources and Strategies)

Target date for completion

To evaluate my readiness to learn and my learning needs for the unit Adult education theory.

1. Complete the self evaluation diagnostic guide.

2. Use the planning your unit decision guide to set up a tentative unit agenda.

3. Review several self directed learning resources for advice and tips to prepare me for the independent studies unit.

September 12

How are you going to know that you learned it? (Evidence)

How are you going to prove that you learned it? (Verification)

Advising faculty member feedback (Evaluation)

I have reviewed and find acceptable the above learning contract.

Student:____________________

Advising instructor:________________________

Support

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

References

Knowles, M. S. (1986). Using learning contracts: Practical approaches to individualizing and structuring learning. London: Jossey-Bass Publications.

Resources

CTE teaching tips

Other resources

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Self-Directed Learning: Learning Contracts. Centre for Teaching Excellence, University of Waterloo.

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Self-Directed Learning: Learning Contracts | Centre for Teaching Excellence

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Independent study experiences can be extremely rewarding both for students and their advising instructors

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Programme for International Student Assessment 

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Programme for International Student Assessment 

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It is a tool used for students self-assessment during learning process

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Strategies for verbal feedback

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How to Provide Effective Verbal Feedback in the Classroom | The International Educator (TIE Online)

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Providing timely, specific, and actionable feedback is one of the crucial instructional tools that helps students learn. However, research also suggests that ef

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You can print these cards for both positive and negative feedback and write individual feedback for each students.

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Templates to collect data of how students are performing during the learning process.

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A tool that allows you to create interactive presentations + gathering and visualise information from the entire classroom.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Students, fill in the box.

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To collect pre-knowledge and personal interests. You can customize it (e.g. list 3 things you remember from last year...)

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An online whiteboard that allows you to collect needs or interests. Your students can access the whiteboard simultaneously and create stickers with their individual replies.

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A tool used for surveyin and knowgeled assessment

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A method that is designed to share thoughts.

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It is a tool you can use to know the previous knowledge of your students about one specific topic

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Easily create and share online forms and surveys, and analyze responses in real-time.

Create an online form as easily as creating a document

Select from multiple question types, drag-and-drop to reorder questions, and customize values as easily as pasting a list.

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Analyze responses with automatic summaries

See charts with response data update in real-time. Or open the raw data with Google Sheets for deeper analysis or automation.

Create and respond to surveys from anywhere

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Build forms and analyze results together

Add collaborators-just like with Google Docs, Sheets, and Slides-to build questions together in real-time. Then analyze results together without having to share multiple versions of the file.

Work with clean response data

Use built-in intelligence to set response validation rules. For example, ensure that email addresses are properly formatted or that numbers fall within a specified range.

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Google Forms: Online Form Creator | Google Workspace

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Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

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A tool for quizzes. You can create your own or borrow from Kahoot library

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Checklist for assessing the improvement of "problematic" students

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Checklist for assessing the improvement of "problematic" students

# data[].attributes.headline
Evaluating project outputs and deliverables

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Evaluating project outputs and deliverables

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A guide that contains useful tips on how to set quality indicators or get feedback while managing Erasmus+ projects (pp. 52-57).

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Mike Gershon, How to Use Assessment for Learning in the Classroom

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Mike Gershon, How to Use Assessment for Learning in the Classroom

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How to use Assessment for Learning in the Classroom: The Complete Guide (How to...Great Classroom Teaching Series, Band 2)

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The bestselling 'How to use Assessment for Learning in the Classroom: The Complete Guide' gives classroom teachers everything they need to ensure their pupils make superb progress, no matter which subject or age group they are teaching. It is the number one tool for raising achievement in school....

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You can use the K column of the KWL tool which is first and represents what students already “Know” about a topic to assess their previous Knowledge on the topic

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The KWL Chart starts students thinking about what they now about a topic, what they ant to know, and what they have earned in the end. This note-taking device guides students through a three-step process to activate background knowledge, develop a purpose for learning, and summarize.