Différents usages des grilles d’évaluation critériées 10 août 2010 par Amaury Daele Si dans la littérature pédagogique francophone on parle relativement peu des grilles d’évaluation critériées, il n’en va pas de même dans le monde anglo-saxon. En anglais, il existe une large littérature de recherche et on peut trouver sur le web de nombreux sites avec des exemples de grilles d’évaluation et des conseils pour en construire. Dans la présente note, j’aimerais résumer l’article récent de Reddy et Andrade (2010) A review of rubric use in Higher Education. Comme on peut s’en douter, l’usage le plus répandu des grilles d’évaluation est… l’évaluation des apprentissages des étudiant-e-s! De façon générale, les étudiant-e-s apprécient les grilles. Dans les études consultées, la vision qu’ont les enseignant-e-s de l’usage des grilles est assez différente de celle des étudiant-e-s. La dernière question examinée par Reddy et Andrade est celle de la fidélité et de la validité des grilles produites par les enseignant-e-s à l’université. Like this:
Developing critical thinking It means not taking what you hear or read at face value, but using your critical faculties to weigh up the evidence, and considering the implications and conclusions of what the writer is saying. Imagine two situations. On the first, you are on a country walk and you come across a notice which tells you not to attempt to climb a fence because of risk of electrocution. Would you pause to consider before obeying this instruction? On the other hand, suppose you were to receive a letter from a local farmer announcing that he proposed to put up an electric fence to protect a certain field. An allied skill is the ability to analyse – that is, to read or listen for the following points: How robust are the points presented as evidence? The key to critical thinking is to develop an impersonal approach which looks at arguments and facts and which lays aside personal views and feelings. Debate: arguing different points of view. Selecting information critically For books, who is the publisher? 1.
Guest Lesson | For Authentic Learning, Start With Real Problems We’ve asked the education writer Suzie Boss to do a series of guest lessons for us about using The Times Fixes blog, which explores solutions to major social problems, as inspiration for designing real-world projects for schools. This post, the first in our series, introduces the concept of “project-based learning” and suggests some ways in which this strategy can work with recent Fixes topics. For Authentic Learning, Start with Real Problems If your students are prone to asking, “When will we ever need to know this?” By sparking students’ interest in real issues that affect them and their peers around the world, you will give them cause to think more critically about what they are learning. Fixes, a series that is part of the Opinionator section of The New York Times, focuses on some of today’s most pressing social problems and the innovators working to solve them. The columnist Tina Rosenberg explains why teenagers hold the best answers for curbing smoking rates. P.B.L. For Example…? Ms.
Maple T.A., un environnement pour les examens et devoirs en ligne Maple T.A., un environnement pour les examens et devoirs en ligne avec correction automatique Benoit Vidalie RésuméLe logiciel de calcul mathématique Maple est utilisé depuis de nombreuses années pour l'enseignement en CPGE. Maple T.A. (Teaching Assistant) est un environnement en ligne permettant de construire des banques d'exercices et de publier des examens et devoirs pour les étudiants. Maple T.A. est déjà utilisé dans de très nombreux établissements, ainsi que pour l'examen de classement aux Universités américaines. Nous montrerons comment éditer des questions, puis construire un examen et le publier. Maple T.A. Maple T.A. fournit également des outils système de nous n'aborderons pas ici, pour nous concentrer uniquement sur les aspects liés à l'enseignement. L'accès au serveur se fait au travers d'un navigateur Web. 1. Pour commencer, mettons-nous dans la situation de l'enseignant. Figure 1 : page d'accueil pour le professeur. Les types de questions disponibles sont les suivants : 2.
Kansas 8th Grade Graduation Exam 1895 How would you do taking an 8th Test??? Curious how you would do on test items from the 8th grade? Here is your chance to ee how you would do comparing the 1895 test and the current test. Could You Have Passed this 8th Grade test from 1895? Scroll down for information to help answer the test. Examination Graduation Questions of Saline County, Kansas April 13, 1895 J.W. GRAMMAR(Time, one hour) 1. 2. 3. 4. 5. 6. 7-10. ARITHMETIC (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. U.S. 1. 2. 3. 4. 5. 6. 7. 8. ORTHOGRAPHY (Time, 1 1/2 hours) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. GEOGRAPHY (Time, one hour) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. PHYSIOLOGY(Time, 45 minutes) 1. 2. 3. 4. 5. SOME HELP WITH THE ANSWERS Drop us an email if you have something you'd like to add to the answer section. GRAMMAR (Time, one hour) 3. 4. Transitive, intransitive, past, present, future, conditional, subjunctive Give the principal parts of do, lie, lay, and run. 5. Illustrate each case. Near, nearer, nearest Nicely 6. 2. 3. 1.3 percent
Response: Do's and Don'ts for Better Project-Based Learning - Classroom Q&A With Larry Ferlazzo UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/classroom_qa_with_larry_ferlazzo/2013/01/response_dos_and_donts_for_better_project-based_learning.html ) = NO Internal request ( 198.27.81.81 ) = NO Open House ( 2014-04-08 02:08:26 ) = NO Site Licence : ( 198.27.81.81 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( 505b4d47-d885-c8b3-aed2-02cf6db5b8d4 : 3 / 3 ) = NO 0: /edweek/learning_forwards_pd_watch/2012/12/the_shift_in_data_awareness.html
IAR: Assess students > Answer: Good/Poor fixed-choice questions Question 1 1A. The promiscuous use of sprays, oils, and antiseptics in the nose during acute colds is a pernicious practice because it may have a deleterious effect on: the sinuses red blood cells white blood cells the olfactory nerve 1B. the spreading of the infection to the sinuses damage to the olfactory nerve destruction of white blood cells congestion of the mucous membrane in the nose 1B is the better question. 1A is wordy and uses vocabulary that may be unfamiliar to many students. 1B not only asks what part of the body is affected (sinuses) but also what is the result (spreading of infection). Question 2 2A. 2B. respiratory disease cancer accidents rheumatic heart disease 2B is the better question. Question 3 3A. 3B. 3A is the better question. 3B contains a distractor that is not plausible (0 calories). Question 4 4A. Reasoning ability Critical thinking Rote learning All of the above None of the above 4B. Knowledge Synthesis Evaluation Analysis Comprehension Question 5 9A.
Cooperative Grouping Related Classroom Examples Guiding Cooperation Teacher turns to technology to guide cooperative learning in a blended fourth-fifth science class. Collaborative Writing Middle school students polish skills for writing, reflection, and collaboration. Cooperative Grouping Cooperative learning is actually a generic term that refers to numerous methods for grouping students. Students understand that their membership in a learning group means that they either succeed or fail—together. Key Research Findings Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001). Implementation Grouping students to work collaboratively and cooperatively offers benefits for learners. Create the right type of group for the need. Additional Resources
PBL Tools Many people have requested a source for the management tools that are used in the Project Based Learning plans on Teach 21. Here is the place. You will find rubrics, checklists, task management charts, learning logs and other documents that will help your PBL planning and delivery. Most of the documents were created by West Virginia teachers and used in the PBLs on Teach 21. Rubrics Learning Logs and Journals Presentation Tools Self and Peer Assessments Task Management and Student Contracts WVDE Template for Project Based Learning Design WVDE Project Design Rubric Lowell Milken Center Return to PBL Page Return to Teach 21 Home
Writing Multiple-Choice Questions for Higher-level Thinking by Mike Dickinson “Your best intentions notwithstanding, you don’t really know how well a question is going to perform until you have data to analyze after learners have taken the test.” We eLearning developers are used to the question, “Which is better, eLearning or classroom instruction?” The answer is, “It depends.” What is higher-level thinking? What do we mean by higher-level thinking? EvaluationSynthesisAnalysisApplicationComprehensionKnowledge Bloom’s taxonomy offers one way of looking at increasingly complex cognitive abilities. J. Mapping Guilford’s concepts onto Bloom’s taxonomy, convergent thinking applies to Bloom’s first four levels of cognitive behavior, that is, up through Analysis, and divergent thinking applies to Bloom’s top two levels, Synthesis and Evaluation. Table 1. On the other hand, Bloom’s top two levels – Synthesis and Evaluation – being divergent thinking, are best tested with fill-in or essay questions since a predetermined correct answer does not exist. Table 2. Bury the verb!
The impossible “literacy” test Louisiana used to give black voters. The Vault is Slate's new history blog. Like us on Facebook, follow us on Twitter @slatevault, and find us on Tumblr. Find out more about what this space is all about here. Update, 7.3: Read more about my hunt for an original, archival copy of this test here. This week’s Supreme Court decision in Shelby County v. After the end of the Civil War, would-be black voters in the South faced an array of disproportionate barriers to enfranchisement. The website of the Civil Rights Movement Veterans, which collects materials related to civil rights, hosts a few samples of actual literacy tests used in Alabama, Louisiana, and Mississippi during the 1950s and 1960s. In many cases, people working within the movement collected these in order to use them in voter education, which is how we ended up with this documentary evidence. Most of the tests collected here are a battery of trivia questions related to civic procedure and citizenship. There was little room for befuddlement.