چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟

 
00:00 / 00:00
1.8x
1.4x
1.0x
0.7x
HD SD
HD
SD
اشتراک‌گذاری

×

گزارش خرابی

Okay, everybody thank you so much for your
questions in the week five Q&A thread. We are here today to answer the top ones
and we have had some good questions. The first one is about what
frameworks are helpful for thinking about self assessment and
peer assessment exercises. There's two aspects to it. It's about, how do we actually design
activities effectively, to incorporate that and what are some of the approaches
that might be used in an institution? Who do we turn to for help? That kind of thing. And that was by anonymous. Thank you, anonymous. >> Okay.
So let's start with the first question. When to use peer and self-assessment. >> Mm-hm. >> I have use them in terms of
thinking about your assessment task, when do you want your students to
give peer feedback to one another. So if you have a large
assessment task at the end, maybe you want to build in an activity
early on in the semester where they can share some of their ideas and thoughts so
there's two ways of doing it. You can do it a little bit more formally. >> Mm-hm.
>> Where you have the students actually potentially even write up
a draft of their assessment. You match them maybe with a group
of three or just in pairs, and they have to share it to one
another and you provide a rubric for them to follow and
use to give feedback to one another. And then they draw on that
feedback to revise it and submit their final assessment task. Or you can keep it more informal, where the students know
the main assessment task. But at the beginning of the semester, or
even part way through the semester, all they need to start doing is thinking about
it, thinking about the ideas around it. So it again, in a peer review
setting they can say, Emmet, I'm going to tackle this history
paper by looking at World War II and specifically I'm going to be looking
at these particularly aspects of it. What do you think? That sort of thing. >> Well, I was going to say they may
be actually contributing to a grade or they may not. I know I have done a lot of peer
review throughout that sort of process in the formative way like you've just
said, which isn't necessarily assessed. >> That's right.
>> But also, sometimes, I think having students assess each other is a really
good way to understand their, or I should say, get a picture of their understanding
of the assessable criteria as well. Because they're actually giving that
sort of overview to themselves. And what people have actually found, some colleagues who have done this is
that the marks generally pretty close, sometimes even under what the lecturer has
given them, so it's actually a great skill building exercise to have them build the
ability to interpret accessible criteria. >> Uh-huh.
>> And have a bit of understanding where the gradings come from, what to aim
for when they're doing their assessments. What to focus on, that kind of thing. >> And
that relates to self assessment as well. So if you provide your rubric
you are going to use but you actually ask the students to use it. And to self assess their own work and then
submit that in terms of how they thought they did using that rubric-
>> Yeah. Again because you're asking them to
apply the rubric to their own work. They have to go and look at the criteria
and they have to go and look at the standards and see how their work
applies to it, and I think that's very valuable as opposed to just saying, here's
a rubric, you might want to look at it. But it really depends on your context. So in some contexts it
might be appropriate to have them do the self-assessment or
the peer-assessment. In some contexts it's not. It might be considered busy work. It might be considered that extra work on top of the rest of
the work load they already have. So you have to be very conscious
that giving peer reviews and peer assessment, even during
the self-assessment, does take time. >> It's a balance. >> It's a balance,
It's an activity as part of your course, along with many other
things that you might have. So in some courses,
you might want to build it in, and in some courses you might
not want to build it in. So I think it's having
that holistic view that >> And who to turn to for help within an institution? I would probably start talking to your
learning and teaching department to get >> If you have one. >> If you have one, to actually
get an idea about what tools or strategies they may already
have experience with. And that's probably a good place to start
and even some online support forums, etc. Maybe post a question
in one of the forum here? >> Mm-hm.
>> See what actually happens. >> See what other's are doing. >> Thanks.

دانلود با کیفیت بالا
دانلود با حجم کم

جلسات سوال‌ها و پاسخ‌ها

  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟