Evaluate Reflection

iNacol, the International Association for Online Learning, publishes Standards for Quality Online Teaching.

Consider the following standards:

 

Standard D: The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.

Standard G: The online teacher demonstrates competencies in creating and implementing assessments in online learning environments in ways that ensure validity and reliability of the instruments and procedures.

Standard H: The online teacher develops and delivers assessments, projects, and assignments that meet standards-based learning goals and assesses learning progress by measuring student achievement of the learning goals.

Standard I: The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.

 

Answer in a complete paragraph response: How has the Evaluate module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Evaluate. What strategies will you take away from the Evaluate module and apply to your teaching?  What lessons were most beneficial for you?

Standard D: The Evaluate module helped me prepare to meet this standard specifically because of Section 1: Evaluation and Feedback. The specific lesson that I will apply to my online teaching is the Evaluate – Quality Feedback. This lesson was useful because it helped me to understand that feedback is VERY important in an online course . I have always used the “positive -negative-positive” sandwich in providing feedback as this allows the student to know what they did wrong while also knowing what they did right.

Standard G: The Evaluate module helped me prepare to meet this standard specifically because of Section 1: Evaluation and Feedback. The specific lesson that I will apply to my online teaching is the Evaluate 1 – Summative Assessment.   This lesson taught me to be more aware of of the validity, reliability and security  of the assessments I choose to give in my courses. Although I was already doing these things innately, I always enjoy learning the reasons why thing should be done. Understanding the security of assessments will help the academic integrity of my digital (and traditional) classroom

Standard H: The Evaluate module helped me prepare to meet this standard specifically because of Section 2:Data Sources. The specific lesson that I will apply to my online teaching is the Evaluate 2: Competencies. This lesson taught me a bit about the GaVS system and how to plan and grade based on competencies and learning objectives.  I have only ever graded assessment for the whole standard, I enjoyed seeing and learning about competency grading using the sub-standards. I find this to be very useful and a great way to grade.

Standard I: The Evaluate module helped me prepare to meet this standard specifically because of Section 3:Data and Teaching Practices. The specific lesson that I will apply to my online teaching is the Evaluate 3 Personalized Teaching and Learning. This lesson was great because it taught it me that an online course can be personalized for students in much the same way as it is in my classroom. I also enjoyed learning that some LMS systems allow for IF THEN statements, for students to continue down their path. I do believe between the IF THEN statement and differentiated instruction students in an online course can learn so much.

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Evaluate 3 – Self Reflection

Artifact: Submit evidence of reflection on your individual teaching abilities. Include artifacts, evaluation feedback, your own reflections, e-portfolio links, professional growth plans and anything else that showcases introspection into strengths and weaknesses as an online educator and document all in your individual blog..

I am not yet an online educator, but below you will see my Personal Growth plan for the 2016-2017 school year.

TKES Plan

After introducing a new tool to the class and after every Unit I liked to get feedback from students to see what they liked and what they didn’t like. With this type of feedback I am then able to to truly see, besides the data, which lessons stuck and WHY. I am then able to self-reflect and look at how to improve my lessons for the following set of students.

Evaluate 3 – Personalized Teaching and Learning

Artifact: Provide sample data from student results for a course within your field. The data can be entirely theoretical and written out in text form.

Create: Examine your sample student performance data. Create an action plan that you would implement in your classroom to personalize teaching and learning.  Provide both a class and individual approach in your plan.

Answer:  How could the data be referenced to identify the needs of each student? How could the settings of the LMS be used to create personalized learning paths? How would this data change your teaching plan? How could it help with remediation or enrichment, etc.?

Student data Evaluate

In order to personalize learning, I would have ALL (whole class) students write down the questions they got wrong with the correct answer choice. I would then have students who received less than a 75% on the assessment (which is given at the end of lesson) complete a short reteaching lesson based on the standards they missed. Those that scored above a 75 would submit their notes on which questions they got wrong and why and what the correct answer is and then allow them to move on.

Data can be referenced to Id needs of students by analyzing the results and creating a threshold for competency for each assessment/assignment given in the course. With data you can see if a student is progressively getting better or worse in the class, or if there is a specific learning area the student is deficient in.  You can set an LMS to help with personalized learning by creating something like an IF THEN statement based on data: If you reached this percentage on this assignment you may proceed here, if you attained this you may go here.  Understanding where my students are, as far as attainment of knowledge through data,  will allow me to ID those who need remediation (to be retaught) or to give enrichment opportunity.  Data would/ could and has changed my teaching plan because sometimes you may think your lesson is great, but it didn’t translate well with students.

Evaluate 2 – Competencies

Create: For this section, set up a competency structure using standards for one unit of your sample course. Associate the assignments in that unit with the competency.

Artifact: Submit both a screenshot of the structure and a detailed explanation of why you created the structure that way. Include a discussion of the various pathways a student may go through to attain the competencies in the unit and document all in your blog.

The competency that I chose was SSUSH21 The Student will explain economic growth and its impact on the United States 1945-1970. In order for students to show that they are competent int his standard I crated a learning objective that is a”student choice” They will be able to choose from a few choices: Create a powtoon/video, create prezi, google slide or ppt, create a magazine, write an essay. 

What ever the student chooses they will be graded by each of the the three sub-standards in SSUSH 21. The students will create “proposal” which allows them to stay on track through all the lessons. For each sub-standard students will complete differentiated lessons, that will guide them towards attaining skills/ knowledge needed for the competency and give them time to work on the final product. (Essentially this would be like giving students checkpoints, and help those students who are procrastinators.)

Evaluate 2 – Data Driven Instruction & Analysis

Reflect: Review the artifacts above on student enrollments and student progress in the course.

Answer: How might the teacher adjust the course in the future based on the previous activity of these students? What uses does data have for online instruction? What advantages do teachers who utilize data have over those that do not?

A teacher can adjust the course based on data by omitting/changing the lesson or tool that had the least amount of completion. Assessments that were scored low can be looked at as well, perhaps rephrasing of sentences, or lessons need to be better laid out in order for students to retain information. Online data gives the teacher concrete  evidence of student and class performance; the teacher can see how a student does over time or even look at how students use a particular tool. Teachers who utilize data have more advantages than those who do not; these data driven teachers are able to offer better feedback to students, give students a more personalized learning experience and overall become a better teacher because they can identify weakness in lessons.

Evaluate 1 – Summative Assessments

Artifact: Showcase an assessment created and include what method was used to assess the validity, reliability, and security.

Answer: What process was used to determine the validity, reliability, and security of the assessment? What was the result?

 

For this assessment students were assessed on their understanding of Standard 17.  This assessment can be considered valid, because the questions follow the good rule of “Two throw aways and two think it through’s” – essentially students will have to REALLY know the material to know the correct answer; each question, then, has a distractor. This assessment is reliable because each question is tied to the standard. The overall results of the assessment is then attached to the class grade  in the minor assessment category. This type of assessment (Google Forms) is very secure as you can turn the assessment on and off, require log-in, limit it to one time, allow one question at a time. I always prefer for the assessments to show students the wrong answer, so they can correct any misconceptions they have.

Evaluate 1 – Quality Feedback

Create: In your blog, provide or create a student work sample and accompanying feedback that showcases some of the expectations listed below and offers a sound example of quality, authentic feedback. In particular, your feedback should demonstrate the bulleted items below. Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Encouraging, customized feedback which propels the student to strive for better performance or for deeper thought and application.

Student data drives the feedback provided as individual feedback, as well as the class as a whole.

Teacher is not only assessing current progress on individual items, but is also analyzing each student’s continuous progress from grade item to grade item.

Instructor clearly strives to assist all students in meeting and exceeding expectations and considers feedback as the cornerstone of that success.

Artifact: Provide a student work sample and accompanying feedback.

Answer: Why is it important for an instructor to consider student performance data when providing feedback?  How can feedback be both observational and instructional?

Link to student work sample with feedback

It is important to include student performance data when providing feedback because it adds support to your feedback. For example, in my student feedback I mentioned to the student that she had done a great job with being detailed in 2 of 3 tasks. The one task that the student lacked in depth information directly correlated with a ticket out the door question which this student did not get right. If the student can see a correlation between their work and assessments they will be more apt to change.  Feedback can be both observational and instructional by including what you have noticed during class time. For example, I congratulated this student on being a part of a great discussion during the  collaboration portion of the lesson.

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