http://www.youtube.com/watch?v=q1I9tuScLUA
Related: assessment • Ped. bloggarTransforming Assessment and Feedback The Assessment and Feedback area of the Design Studio gives access to existing and emergent work of interest on assessment and feedback. In this area, you can explore topics associated with assessment and feedback, find out what we currently know about enhancing assessment and feedback with technology and follow links to emerging themes and outputs from the Assessment and Feedback programme. **New Briefings on Assessment and Feedback** Jisc has published four new briefings around key themes which have emerged from the Assessment and Feedback programme: Changing assessment and feedback practice with the help of technology
Eight important facts about Working Memory and their implications for foreign language teaching and learning Introduction There is no blogpost of mine which does not mention Working Memory (WM) at some point. Why? Because effective language processing and learning largely depends on how well Working Memory performs. Two (Optimistic) Predictions for Learning in 2014 Getty The beginning of a new year always prompts list-making — resolutions, what went right last year, what can be done better in the next. How will 2013′s trends shape the year ahead? Looking into a crystal ball (and with input from experts), these are just two of many)movements we hope will take shape in classrooms across the country in 2014. Self-Directed Learning Using Digital Tools Will Take Center Stage
ropean Association for Language Testing and Assessment (Adopted 20th May 2006) The Guidelines reflect the aims and objectives of EALTA and are addressed primarily to three different audiences, namely those involved in: the training of teachers in testing and assessment classroom testing and assessment the development of tests in national or institutional testing units or centres. For all these groups, a number of general principles apply: respect for the students/examinees, responsibility, fairness, reliability, validity and collaboration among the parties involved. Beyond Knowing Facts, How Do We Get to a Deeper Level of Learning? As educators across the country continue to examine the best ways of teaching and learning, a new lexicon is beginning to emerge that describes one particular approach — deeper learning. The phrase implies a rich learning experience for students that allows them to really dig into a subject and understand it in a way that requires more than just memorizing facts. The elements that make up this approach are not necessarily new — great teachers have been employing these tactics for years.
ASKe Manifesto seven years on: so what did change? Abstract Assessment continues to be a major challenge to institutions around the world. A challenge in terms of student satisfaction, a challenge in terms of resourcing (there are few economies of scale in assessment (Gibbs 2006) and a challenge in terms of transparency, reliability and validity to name but a few. The Assessment Uncertainty Principle In our system so much hangs on the value given to our assessments leading to qualifications. As we seek to measure learning with some degree of accuracy, we risk losing contact with the meaning of what the nature of the learning is. Our increasing need for measures that are reproducible, consistent and transparent decreases our capacity to accept the inherent uncertainty in the whole enterprise. In our attempt to create a fair system where everyone knows what the standards are, we impose a framework that is outwardly rigid and linear relative to the fuzzy, dynamic nature of the processes we are measuring. In our classrooms we create clouds of learning – ephemeral, shape-shifting, finite but with indefinite boundaries – and then try to count them up like building blocks.
REAP - Resources > Assessment Principles: Some possible candidates Additional Resources: Below are three sets of principles that might be used to guide the design of assessment in higher or further education. The first set, of which there are 11, has informed the work of the Reengineering Assessment Practices (REAP) project (www.reap.ac.uk). The second set are a more comprehensive list developed at the University of Strathclyde by the Assessment Working Group who have been tasked with reformulating the policy and practice of assessment across the institution. Principles of Effective Teaching Teachers are always being offered lists of principles, axioms, tenets, precepts – the magic beans of teaching. We’re desperate to make sense of it all – to make something very complicated, simple and easy to grasp. Whether it’s the #5minplan series from @TeacherToolkit or something like my own Lesson Observation Checklist, there’s a demand for handy ready-reckoners of one form or another.
Digital Is Few assessment areas have been honed and refined as much as writing assessment. Not that writing assessment is free from controversy—far from it. But in comparison with other focuses for assessment—say critical thinking or creativity—writing assessment has its share of well-worn procedures, rubrics, designs for scoring, and sense of priorities. Assessment and Learning: State of the field review – OUCEA Authors: Jo-Anne Baird, Therese N. Hopfenbeck, Paul Newton, Gordon Stobart & Anna Steen-Utheim The Norwegian Knowledge Centre for Education has published a webpage on this research and the report is available here. Why this review was conducted Why AfL might be wrong, and what to do about it Some cows are so sacred that any criticism of them is fraught with the risk of bumping up against entrenched cognitive bias. We are fantastically bad at recognizing that our beliefs are often not based on evidence but on self-interest, and it’s been in everyone’s interest to uphold the belief that AfL is the best thing that teachers can do. When confronted with ‘others’ who disagree with our most fervently held beliefs, we tend to make the following series of assumptions: They are ignorantThey are stupidThey are evil
23/07/2014 UCML welcomes ALCAB report on new modern languages A levels Responding to the report of the A-level Content Advisory Board’s panel reviewing modern foreign and classical languages, the University Council of Modern Languages has published its response. See the ALCAB report “UCML would like to congratulate the ALCAB panel reviewing the content of AS and A levels in modern foreign and classical languages. Their report highlights the enriching and valuable contribution that language study can make to communication skills and critical thinking. They identify a number of weaknesses in the current curriculum, and make proposals which aim to optimise the value of these qualifications, not only to students moving onto a higher education programme in the language of study, but also to those studying other languages or other disciplines at university, as well as to those moving directly to the world of work.