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Crea esquemes per al teu projecte d'activitats d'aprenentatge.

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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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Com construir rúbriques o matrius de valoració

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Com construir rúbriques o matrius de valoració

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Guia per construir aquests dos instruments que faciliten l'avaluació de l'acompliment dels estudiants, especialment, en temes complexos, imprecisos o subjectius.

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Aprendre a preguntar, preguntar per aprendre

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Aprendre a preguntar, preguntar per aprendre

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Com ho fem per aprofitar al màxim la pregunta com a recurs pedagògic i didàctic? Herman van de Velde, 2014.

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L'ús d'estàndards intel·lectuals per avaluar el raonament de l'estudiant.

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To assess student reasoning requires that we focus our attention as teachers on two inter-related dimensions of reasoning. The first dimension consists of the elements of reasoning; the second dimension consists of the universal intellectual standards by which we measure student ability to use, in a skillful way, each of those elements of reasoning.

Elements of Reasoning

Once we progress from thought which is purely associational and undisciplined, to thinking which is conceptual and inferential, thinking which attempts in some intelligible way to figure something out - in short, to reasoning - then it is helpful to concentrate on what can be called "the elements of reasoning." The elements of reasoning are those essential dimensions of reasoning whenever and wherever it occurs. Working together, they shape reasoning and provide a general logic to the use of reason.

We can articulate these elements by paying close attention to what is implicit in the act of figuring anything out by the use of reason. These elements, then - purpose, question at issue, assumptions, inferences, implications, point of view, concepts and evidence - constitute a central focus in the assessment of student thinking.

Standards of Reasoning

When we assess student reasoning, we want to evaluate, in a reasonable, defensible, objective way, not just that students are reasoning, but how well they are reasoning. We will be assessing not just that they are using the elements of reasoning, but the degree to which they are using them well, critically, in accord with appropriate intellectual standards.

To assess a student's response - whether written or oral, in structured discussion of content or in critical response to reading assignments, by how clearly or completely it states a position - is to assess it on the basis of a standard of reasoning. Similarly, assessing student work by how logically and consistently it defends its position - by how flexible and fair the student is in articulating other points of view, by how significant and realistic the student's purpose is, by how precisely and deeply the student articulates the question at issue - each of these is an evaluation based on standards of reasoning.

Distinct from such reasoning standards are other standards that teachers sometimes use to assess student work. To evaluate a student response on the basis of how concisely or elegantly it states a position is to use standards that are inappropriate to assessing student reasoning.

Similarly unrelated to the assessment of reasoning is evaluating student work by how humorous, glib, personal or sincere it is, by how much it agrees with the teacher's views, by how "well-written" it is, by how exactly it repeats the teacher's words, by the mere quantity of information it contains. The danger is that such standards are often conflated with reasoning standards, often unconsciously, and students are assessed on grounds other than the degree to which they are reasoning well.

The basic conditions implicit whenever we gather, conceptualize, apply, analyze, synthesize, or evaluate information - the elements of reasoning - are as follows:

1. Whenever we reason, we reason to some end, to achieve some objective, to satisfy some desire or fulfill some need. One source of problems in student reasoning is traceable to defects at the level of goal, purpose, or end. If the goal is unrealistic, for example, or contradictory to other goals the student has, if it is confused or muddled in some way, then the reasoning used to achieve it is problematic.Purpose, Goal, or End in View:

A teacher's assessment of student reasoning, then, necessarily involves an assessment of the student's ability to handle the dimension of purpose in accord with relevant intellectual standards. It also involves giving feedback to students about the degree to which their reasoning meets those standards. Is the student's purpose - in an essay, a research project, an oral report, a discussion - clear? Is the purpose significant or trivial or somewhere in between? Is the student's purpose, according to the most judicious evaluation on the teacher's part, realistic? Is it an achievable purpose? Does the student's overall goal dissolve in the course of the project, does it change, or is it consistent throughout? Does the student have contradictory purposes?

2. Question at Issue, or Problem to be Solved: Whenever we attempt to reason something out, there is at least one question at issue, at least one problem to be solved. One area of concern for assessing student reasoning, therefore, will be the formulation of the question to be answered or problem to be solved, whether with respect to the student's own reasoning or to that of others.

Assessing skills of mastery of this element of reasoning requires assessing - and giving feedback on - students' ability to formulate a problem in a clear and relevant way. It requires giving students direct commentary on whether the question they are addressing is an important one, whether it is answerable, on whether they understand the requirements for settling the question, for solving the problem.

3. Whenever we reason, we must reason within some point of view or frame of reference. Any "defect" in that point of view or frame of reference is a possible source of problems in the reasoning.Point of View, or Frame of Reference:

A point of view may be too narrow, too parochial; may be based on false or misleading analogies or metaphors; may contain contradictions, and so forth. It may be restricted or unfair. Alternatively, student reasoning involving articulation of their point of view may meet the relevant standards to a significant degree: their point of view may be broad, flexible, fair; it may be clearly stated and consistently adhered to.

Feedback to students would involve commentary noting both when students meet the standards and when they fail to meet them. Evaluation of students' ability to handle the dimension of point of view would also appropriately direct students to lines of reasoning that would promote a richer facility in reasoning about, and in terms of, points of view.

4. Whenever we reason, there is some "stuff," some phenomena about which we are reasoning. Any "defect," then, in the experiences, data, evidence, or raw material upon which a person's reasoning is based is a possible source of problems.The Empirical Dimension of Reasoning:

Students would be assessed and receive feedback on their ability to give evidence that is gathered and reported clearly, fairly, and accurately. Does the student furnish data at all? Is the data relevant? Is the information adequate for achieving the student's purpose? Is it applied consistently, or does the student distort it to fit her own point of view?

5. The Conceptual Dimension of Reasoning: All reasoning uses some ideas or concepts and not others. These concepts can include the theories, principles, axioms and rules implicit in our reasoning. Any "defect" in the concepts or ideas of the reasoning is a possible source of problems in student reasoning.

Feedback to students would note whether their understanding of theories and rules was deep or merely superficial. Are the concepts they use in their reasoning clear ones? Are their ideas relevant to the issue at hand, are their principles slanted by their point of view?

6. Assumptions: All reasoning must begin somewhere, must take some things for granted. Any "defect" in the assumptions or presuppositions with which the reasoning begins is a possible source of problems for students.

Assessing skills of reasoning involves assessing their ability to recognize and articulate their assumptions, again according to the relevant standards. The student's assumptions may be stated clearly or unclearly; the assumptions may be justifiable or unjustifiable, crucial or extraneous, consistent or contradictory.

The feedback students receive from teachers on their ability to meet the relevant standards will be a large factor in the improvement of student reasoning.

7. No matter where we stop our reasoning, it will always have further implications and consequences. As reasoning develops, statements will logically be entailed by it. Any "defect" in the implications or consequences of our reasoning is a possible source of problems.Implications and Consequences:

The ability to reason well is measured in part by an ability to understand and enunciate the implications and consequences of the reasoning. Students therefore need help in coming to understand both the relevant standards of reasoning out implications and the degree to which their own reasoning meets those standards.

When they spell out the implications of their reasoning, have they succeeded in identifying significant and realistic implications, or have they confined themselves to unimportant and unrealistic ones? Have they enunciated the implications of their views clearly and precisely enough to permit their thinking to be evaluated by the validity of those implications.

8. Reasoning proceeds by steps in which we reason as follows: "Because this is so, that also is so (or probably so)," or "Since this, therefore that." Any "defect" in such inferences is a possible problem in our reasoning.Inferences:

Assessment would evaluate students' ability to make sound inferences in their reasoning. When is an inference sound? When it meets reasonable and relevant standards of inferring. Are the inferences the student draws clear? Are they justifiable? Do they draw deep conclusions or do they stick to the trivial and superficial? Are the conclusions they draw consistent?

Paul, R. and Elder, L. (June 1996).

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Using Intellectual Standards to Assess Student Rea

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To assess student reasoning requires that we focus our attention as teachers on two inter-related dimensions of reasoning. The first dimension consists of the elements of reasoning; the second dimension consists of the universal intellectual standards by which we measure student ability to use, in a skillful way, each of those elements of reasoning.

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Plantilles per a l'avaluació del professorat

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Plantilles per a l'avaluació del professorat

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Set plantilles (en anglès) per obtenir feedback dels estudiants sobre la docència.

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Feedback in the classroom is often one-sided: the teacher gives feedback and the student receives it, generally relating to the quality of their work. Depending on the level of the students you teach, you may find yourself subject to student evaluation, but generally that only comes once a semester (at least at the university level), and generally when the course is completed and grades are either done or almost done.

When I was a teacher, some of the most useful feedback I got was from my students at the end of the semester. Often times, I would read the course evaluations and wish that the students had told me what they were thinking before so that I could tweak something, add something, quit doing something that wasn't working, etc. Especially as a new teacher, that feedback was super helpful.

I also understand why feedback was only solicited at the end of the semester: so that students wouldn't fear that their grade might suffer if they offered criticism in their feedback. Luckily, there are now a lot of online tools available for students to offer anonymous fee...at any time during a course. We've also put together a list of a few of our favorite templates for eliciting feedback from students. They're all Google-Drive based, so they're free and easy to integrate into your classroom. If you have a favorite template for teacher evaluations, please share them with us! You can contribute to the conversation by leaving a comment below, mentioning @Edudemic on Twitter or leaving your thoughts on our Facebook page.

Templates For Teacher Feedback

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7 Effective Templates For Teacher Feedback By Katie Lepi

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7 Effective Templates For Teacher Feedback By Katie Lepi on May 17, 2014 Feedback in the classroom is often one-sided: the teacher gives feedback and the...

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Recull d'eines digitals per donar feedback de treballs escrits i projectes en vídeo.

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Providing timely and effective feedback on student work is a critical component to any classroom. As students increasingly operate and create in a digital environment, emerging tools provide unique new opportunities for teachers to provide feedback on both written work and video projects.

Feedback on Written Work

With the increased adoption of Google Apps for Education, student writing often occurs within Google Docs. While teachers can provide feedback in the form of typed comments, media-rich options exist. By incorporating audio and video feedback, teachers have even more opportunities to connect with their students as they can choose the modality to best support their learning preferences.

If students are in a 1:1 iPad classroom, and are using Google Drive to create and share writing assignments, along with the capacity to insert text comments into the body of the paper or in the margins, classroom teachers can use a combination of Google Drive and Explain Everything to provide video and audio feedback. The process allows a teacher to export a student writing assignment directly from Google Drive to Explain Everything.

Once in Explain Everything, the teacher can press record, ink on the document (which imports as a PDF), and even insert front facing video while providing feedback. In order to give the student access to the video feedback, the Explain Everything Project (XPL file) or video file can be uploaded directly back to Google Drive and placed into a student folder. It is important to recognize that XPL project files will upload quickly to Drive, but students then need Explain Everything to view the feedback. Meanwhile, a video file will take some time to export and upload, but once in Google Drive, students can watch the video feedback on any device.

Video Feedback: Google Drive & Explain Everything from EdTechTeacher.

If students are creating their writing in Google Drive in a 1:1 laptop environment, there are a number of solutions that allow the teacher to provide video and audio feedback on student writing. Kaizena, which is now available in the Google Docs Add-Ons menu as well as through the Kaizena website, allows teachers to quickly open a Google Docs writing assignment in Kaizena and provide audio feedback.

Once imported into Kaizena, teachers can highlight sections of the document and record their voice in small segments. Two features recently added into Kaizena allows the teacher to insert a link to the Kaizena audio feedback directly into the student Google Doc in the margin comments. Further, Kaizena now allows teachers to create a unique teacher URL. When the URL is shared with students, they have the ability to request audio feedback on a particular assignment in their Google Drive account. The teacher will receive a notification of the request via email and can then provide the requested feedback.

Along with Kaizena, any screencasting or screen recording tool can be used in a similar approach to provide video and audio feedback on student writing. If using a MacBook, teachers can open a student writing assignment and screen record using QuickTime. Once the file is saved, it can be uploaded to a student folder in Google Drive.

If a teacher does not have access to the QuickTime recording option, a recently released web based screencasting tool can provide alternative methods to record feedback. Screencastify is a Google Chrome browser extensions that allows either a tab in Google Chrome, or the desktop of a Chromebook or computer, to be recorded. Screencastify provides a feature to upload the screencast directly to Google Drive. Once in Drive, the Screencastify recording can be moved into a student folder.

Providing Feedback on Student Created Video

While it is common practice to have students submit written work as their final assessment to demonstrate their understanding and perspective on a concept, with the increased proliferation and access to mobile devices, student are able to increasingly create video content as their final product. But how does a teacher provide helpful and thoughtful feedback on student created video? Two solutions: VideoNot.es and Comment Bubble.

VideoNot.es is a Google Drive app that can be added directly to a Google account or accessed through the VideoNot.es website. When working within the VideoNot.es environment, the note taking process splits the screen in half with one side being a student created video that has been uploaded to YouTube or Vimeo and the other being typed notes.

The critical feature in VideoNot.es is that any typed note added while watching a video is tagged to the specific location in the video. When complete, the VideoNote is automatically saved to Google Drive where it can then be shared with the student. For the student to receive the feedback on their video creation, they open the note in VideoNot.es, play back their video, and read the attached text commentary.

Along with VideoNot.es, Comment Bubble is a web based solution to provide feedback on student created video. The interface calls for a link to a YouTube video that it automatically embeds in the feedback interface. A unique feature of Comment Bubble that makes the feedback process even more efficient is the customizable feedback buttons that can be tapped by the teacher while watching the video.

When the teacher taps on a customized feedback button, the feedback is tagged to the video and added to a timeline of feedback with a time stamp. Along with pre-determined feedback, teachers can type their feedback or insert audio and video feedback. The final feedback can be shared with the student via a link to a unique URL on the Comment Bubble site.

Neither one of these digital feedback solutions is a complete replacement for a face to face discussion with students. However, there are likely specific assignments, students, and scenarios where these digital tools can provide a path for a teacher to provide effective feedback on student work.

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Providing Feedback on Student Writing and Video

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Providing timely and effective feedback on student work is a critical component to any classroom. As students increasingly operate and create in a digital environment, emerging tools provide unique new opportunities for teachers to provide feedback on both written work and video projects.

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COMcomunicar. Com es pot avaluar l'exposició oral d'un treball?

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COMcomunicar. Com es pot avaluar l'exposició oral d'un treball?

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Avaluar les exposicions orals de l'estudianti ajudar-lo a millorar-ne la qualitat. Tutorial audiovisual interactiu per donar suport al professorat universitari.

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ComComunicar: Recursos per avaluar i millorar les competències comunicatives a la universitat

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Rúbriques personalitzables per avaluar les exposicions orals i els treballs de grau i màster dels estudiants universitaris i ajudar-los a millorar-ne la qualitat