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  • Assess-As-You-Go
    an innovative online writing and social space empowering teachers and students to create collaborate publish and connect anywhere anytime safely and securely In Scholar students create multimodal text that includes images video and sound Scholar facilitates constructive interactions between peers enables more meaningful assessment than traditional grading allows and allows teachers to monitor student progress and provide feedback more efficiently Scholar is being used in schools in Illinois Indiana New

    Original URL path: http://assess-as-you-go.education.illinois.edu/ (2014-09-15)
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  • Survey | Assess-As-You-Go
    Research Research Products References For Teachers Use Scholar in Your Classroom Learn to Use Scholar Resources for Using Scholar People University of Illinois Team Common Ground Publishing Team Survey Comments are closed Scholar Training Webinars Scholar training webinars are available upon request More info Want to use Scholar in your classroom Become a partner school Already a Scholar User Log in here Assess As You Go College of Education University

    Original URL path: http://assess-as-you-go.education.illinois.edu/654-2/ (2014-09-15)
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  • About the Project | Assess-As-You-Go
    College of Education AAYG in cooperation with Common Ground Publishing is developing and conducting education research on a web based learning Scholar AAYG is devoted to researching and contributing to the development of a student authoring environment that brings together formative and summative assessment in order to improve student writing performance and the quality and educational usefulness of writing assessments This work environment Scholar embeds the practice of writing in

    Original URL path: http://assess-as-you-go.education.illinois.edu/project/ (2014-09-15)
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  • Focus | Assess-As-You-Go
    exists for the educational value effectiveness of assessment closely linked to instruction Black et al 2006 Centre for Educational Research and Innovation 2005 Pellegrino et al 2001 Black and Wiliam provide a meta analysis of over 250 studies of classroom based and formative assessment concluding that students learn better when they receive systematic assessment feedback on the particular qualities of their work with a view to improving that work 1998 Rapid feedback on doing provides more powerful learning outcomes Wyatt Smith and Cumming report from their overview of the research Cumming et al 2006 Lincoln Neville 2006 Wyatt Smith Cumming 2003 p 56 Use of Technology to Support Assessment How specifically can technologies be used which support the assessment process and in particular the process of assessing writing One of the main demonstrated benefits in the use of technology in formative assessments is the possibility of instant feedback Baker 2005 Educators can also use technology based assessments to make sense of large amounts of data arising from complex performance Mislevy 2006a Mislevy et al 2002 bring to bear psychometric analyses not practically applicable by teachers in a normal classroom situation Pellegrino et al 2001 p 6 create new opportunities for seamlessly integrated assessment in support of self paced instruction Chudowsky Pellegrino 2003 and create unprecedented possibilities for customizing learning to meet the varied needs of diverse learners Abell 2006 Ketterlin Geller 2006 In these endeavors ontologies or schemas Cope Kalantzis 2004 have already proven an invaluable tool for the knowledge representations or cognitive models required for the development of sophisticated technology enabled assessment Baker 2007 Chung et al 2006b Analyses of available automated writing assessments though more limited in their scope and application than the one we are now proposing show results of comparable reliability to hand scored tests Ben

    Original URL path: http://assess-as-you-go.education.illinois.edu/project/focus/ (2014-09-15)
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  • Goals | Assess-As-You-Go
    knowledge Provide more explicit statements of expectations of learning outcomes and a clearer rationale for assessed learning outcomes to learners parents and community Provide assessment measures more closely aligned with mandated standards than assessments designed for large scale auditing Provide summative data of individual progress and individual to cohort relativities by class school demographic profile and all learners at this level and a more reliable valid and accurate view of

    Original URL path: http://assess-as-you-go.education.illinois.edu/project/goals/ (2014-09-15)
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  • About Scholar | Assess-As-You-Go
    Common Ground Publishing Team About Scholar Scholar was developed by corporate partner Common Ground Publishing in collaboration with the Assess As You Go research team at the University of Illinois College of Education Information on Scholar is available from available on the Scholar website The introductory video is a great place to start Comments are closed Scholar Training Webinars Scholar training webinars are available upon request More info Want to

    Original URL path: http://assess-as-you-go.education.illinois.edu/scholar/ (2014-09-15)
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  • Research | Assess-As-You-Go
    diverse learners The key premise of this project is that data collected for formative assessment can also be aggregated to create summative data whose validity and reliability is equal to or even potentially superior to conventional summative assessments Messick 1995 Indeed if this case were to be broadly proven initiatives such as the one we are proposing may even render redundant at some point in the future today s expensive summative assessments or at least their presence may be reduced to smaller and less extensive sample based moderation Measures of Complex Performance Discrete item testing measures facts and logics that can be broken into small component parts with correct incorrect answers Much of the knowledge and many of the human capabilities which are most relevant to today s workplace community and educational settings however are instances of complex performance problem solving coming to modulated conclusions which are beyond yes no dichotomies knowledge that only makes sense when contextualized by broader knowledge and social systems knowledge created in social collaborations and innovation or initiative Baker 2004 Mislevy 2006a Pellegrino et al 2001 Such complex performance requires a range of interconnecting and complementary forms of higher order thinking such as empirical theoretical analytical and applied reasoning Kalantzis 2006b Kalantzis Cope 2008 A key challenge for educators in this moment of dramatic social change is to develop measures of this order of complex performance The process of writing extended texts is itself one such complex performance as well as a suitable medium for the representation of many varieties of complex performance Through writing it is possible to demonstrate complex performance such as reports or essays which describe factual investigations which persuade though juxtaposing the factual with the interpretative or which contain the results of scientific inquiry Writing moreover is often collaborative adding another layer of complexity to this performative environment Pedagogical Reform Another practical objective of this research and development project would be to shift the focus of assessment back onto learning and to underline the possibility of assessment becoming a positive instrument of pedagogical reform Baker 2004 Linn 2006 The Scholar environment we propose to develop requires that the constitutive elements of higher level performance be explicitly stated the content and the form of the written text that the capacities of diverse learners be defined in a more precisely specified and modulated way that greater scope be created for a mix of peer teacher parent community commentary and judgment and a greater emphasis on metacognition by promoting thinking about meaning thinking and learning processes The Subject Domain of Writing In recent times the emphasis in national and state literacy assessments has been on reading in part because reading is more readily and cheaply assessable through multiple choice assessments of comprehension Writing however is harder and more expensive to assess and for this reason is assessed less often The bipartisan No Child Left Behind Commission recognizes that today s assessments often fail to meet NCLB objectives that assessment should measure higher level skills

    Original URL path: http://assess-as-you-go.education.illinois.edu/research/ (2014-09-15)
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  • Classroom Research | Assess-As-You-Go
    surveys dialogue between authors and reviewers annotation ratings self review and self annotation and text analytics for individuals and class aggregates quantitative and qualitative evaluation user experience We use the following instruments to gather research data Student pre use and post use writing samples Student pre use and post use survey Student po st use focus g roup interviews Classroom observation Screen captures video and still of Scholar in use

    Original URL path: http://assess-as-you-go.education.illinois.edu/research/classroom-research/ (2014-09-15)
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