Podcasts about summative

We're spending 5 minutes a day for 5 days getting the rest of this year all planned out - it's going to feel SO GOOD when this is done!!Join us to plan the rest of your school year, from now, January of 2024, through the last day of school.In just 25 minutes, take your existing curriculum calendar from blank pages to organized and ready in just 5 minutes a day, and you'll be able to see the forest through the trees.We are be working right alongside you here on the podcast with step-by-step tutorial mini episodes, and on social media with demo videos so you can see every step in action!CREATE YOUR OWN PEACE OF MIND TO FINISH THE YEAR STRONG, FEELING EFFECTIVE IN YOUR TEACHING, AND WITH A SEMBLANCE OF THAT ELUSIVE WORK-LIFE BALANCE ALL THE COOL KIDS ARE TALKING ABOUT.We can't wait to work with you - sign up now and grab your workbook to join in on the full experience. This challenge is only happening for a limited time, so jump on it now!REGISTER FOR THE 5-DAY CHALLENGEDownload your Challenge WorkbookJoin Happy Hour for EXTRA Bonuses!Support the show

Welcome to a thought-provoking episode of School Administrator Mastermind, where we dive into the nuances of staff assessment and participation in the summative evaluation process! Join Joshua Stamper and our special guest, Bobby French, as they unpack strategies to elevate engagement over the entire evaluation period. The conversation kicks off with a critical question: "How do you currently approach staff assessment in preparation for a summative evaluation?" Bobby French shares her insights and takeaways from today's conversation, providing valuable perspectives on self-assessment and goal-setting in preparation for summative evaluations. The heart of our discussion centers on enhancing participation. "What strategies can you employ to enhance participation over the entire evaluation period?" Explore innovative approaches to foster active engagement, encourage continuous feedback, and create a positive environment for both administrators and staff. Don't miss this dynamic exchange of ideas on how to make the summative evaluation process more meaningful and collaborative. Subscribe now to Admin Mastermind and be part of the conversation that shapes effective leadership and goal-setting in the educational landscape!

Episode #99 is up! Check it out!!!Special Guest Allison Zmuda, Education Consultant, returns on the show to discuss the difference between formative and summative assessments, and strategies to implement summative assessments more efficiently. Connect with Allison via her website www.allisonzmuda.com

After we teach a unit, what typically comes immediately after are summative assessments, and there are a lot of different types. Last week, I talked about authentic assessments, which still assess student learning but in a non-traditional way. And even though I value that type of assessment, I still believe in taking traditional tests. In today's episode, I'm sharing how to use your unit test to prepare your students for taking any future standardized test. Giving traditional summative assessments does provide useful information for the teacher, such as personal benchmarks and self-reflection on teaching concepts. But it also benefits students as they learn valuable test-taking strategies for when they take standardized tests or other forms of assessments throughout their educational journey. The five tips I share will specifically help your students with standardized tests as they take your unit tests. Taking summative assessments is completely valuable to both teachers and students, so it's important to highlight the benefits and show that test-taking skills and strategies are valuable. By giving unit tests, you are supporting students and building those skills needed to take standardized tests in the future. Resources Mentioned: Biology Midterm and Final Exam Review and Test PackPhysical Science Midterm and Final Exam Review and Test PackAnatomy Midterm and Final Exam Review and Test PackDownload your FREE Classroom Reset ChallengeSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.comFollow, rate, and review on Apple Podcasts Show Notes: https://itsnotrocketscienceclassroom.com/episode104

Summative assessments in e-learning courses evaluate learner proficiency and achievement of objectives. They provide a final grade and come in various forms: written reports, presentations, objective-based testing, and portfolios. Instructors can enhance the assessment process by providing grading rubrics in advance, using a range of assessment types to accommodate different learning needs, and ensuring test security through strategies like hiding tests until release and creating parallel forms with randomized questions. Summative assessments offer concrete evidence of learning and can be easily implemented in online courses. They provide immediate feedback and promote academic honesty through clear expectations. By integrating these assessments effectively, instructors can evaluate learner performance and facilitate a successful e-learning experience.

Once a year, Texas mandates that teachers receive a performance appraisal, and for most teachers, this is known as the T-TESS—short for Texas Teacher Evaluation and Support System (T-TESS). By now, you have likely received at least one required 45-minute formal T-TESS observation or a walkthrough by your appraiser with written feedback. It's important for you to familiarize yourself with the T-TESS cycle and be aware of any changes or modifications to the T-TESS rubric prior to getting evaluated. But do you have a right to file a grievance if you don't agree with the results? Where does a teacher's summative appraisal go once complete, and how can it be used? In this episode of The ATPE Podcast, ATPE Attorney Celina Leal answers all these questions and shares what educators need to know about the last step in the T-TESS cycle—the summative appraisal. Learn more about T-TESS at teachfortexas.org. The legal information provided here is accurate as of the date of publication. It is provided here for informative purposes only. Individual legal situations vary greatly, and readers needing individual legal advice should consult directly with an attorney. Please note: Rights based on the Texas Education Code may not apply to all. Many Texas Education Code provisions do not apply to public charter schools, and public school districts may have opted out of individual provisions through a District of Innovation plan. Eligible ATPE members may contact the ATPE Member Legal Services Department.

Episode 118: This week on Thinking Deeply about Primary Education, I'm joined by Lloyd Williams-Jones and Christopher Such for a spot of format diversification as we take questions from listeners and do our very best to provide mildly-satisfactory responses. As part of the chat we discuss... 1. Do you report the result of in year summative assessment tests to pupils or parents and, if so, what form does this take?  2. Where can teachers to find high quality plans related to high quality texts?  3. When new to leading Year 6, are there any potential sticking points to be aware of? ...plus much, much more. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one! podcast via www.ko-fi.com/tdape or by subscribing towww.youtube.com/@TDaPE  If you would like to submit a question, email us at thinkingdeeplyinfo@gmail.com or join the TDaPE discord linked above!

The purpose of summative assessments is to determine if students have achieved the desired level of proficiency in a given learning objective or e-learning course. Summative assessments provide an overall understanding of student progress, while formative assessments identify areas that need improvement. There are four types of summative assessments in e-learning: written reports, presentations, objective-based tests, and portfolio assessments. Written reports/essays are an excellent way to assess a student's semantic knowledge and higher order thinking skills. Google Docs is a useful tool for assessing students through written reports and essays, allowing for real-time collaboration and feedback. Presentations are a great way to engage students and assess them in more authentic ways. Prezi is a presentation tool that offers more interactivity and engagement than traditional presentation tools like PowerPoint. Objective-based tests consist of multiple-choice, matching, or completion items and can be customized in the learning management system. Canvas is an example of a learning management system that makes it easy to create and set up objective based tests. Portfolio-based assessments are a collection of student work that demonstrate mastery over time. They are often used to evaluate the student's understanding of key concepts and skills learned in the course. Tips for effective integration of summative assessments in online courses include using a mix of assessment types, providing clear guidelines and instructions, and timely feedback.

Imagine that you are hiring a new English teacher. None of the people who apply have any of the qualifications to teach English. No teaching degree. No English degree. No experience in the classroom. Would you hire any of them? Probably not. Now here is the irony. Many of the people making curricular and legislative decisions about education don't have the qualifications to be hired within education. This is a problem. In this episode, we hear how standardization, high-stakes testing, and policy decisions made by non-educators may be contributing to teachers' decisions to leave education. Music:  Theme Song By Julian Saporiti  “So Stark (You're a Skyscraper” by Matt LeGroulx is licensed under a CC BY-NC-SA license. “Cat and Mouse” by Scott Holmes Music is licensed under a CC  BY license. “Space (Outro)” by Andy Cohen is licensed under a CC  BY license.   “Home Fire” by Nul Tiel Records is licensed under a CC BY-NC-SA license. “Press Conference” by Blanket Music is licensed under a CC BY-NC license. “Things Change” by HoliznaCC0 is in the Public Domain.  “Living Life” by Scott Holmes Music is licensed under a CC BY-NC license. “Boulevard St Germain” by Jahzzar is licensed under a CC BY-SA license.  “Hungaria” by Latche Swing is licensed under a CC BY-NC-SA license. “Business Getaway ” by Scott Holmes Music is licensed under a CC  BY license. Transcript: I used to listen to the Dixie Chicks's song “Wide Open Spaces” before wrestling matches because I would get too wound up. It helped me slow down my breathing and relax.  In junior high and high school, I was fixated on winning and losing. I'd get a pit in my stomach, psyche myself up and out, all to my detriment. I was terrified of failing, of being a disappointment or an embarrassment.  Then I went to college. I walked-on to the University of Wyoming's wrestling team. During my meeting with Steve Suder, the head coach, he told me, “You know, you'll be walking into a room with a bunch of state champs. Are you worried about that?” I told him, “No, I'm not” because those were the guys  that I wanted to be wrestling against. I was a two-time state placer and I had nothing to lose. Suder said, “Good,” and then told me that he never won state either, but he ended up being an All-American for the University of Wyoming, so there was hope for me.  During our conversation, in between adjusting this chewed up yellow cushion he used as a back support, he told me that I was like the pretty girl's funny friend at a party. I'm not someone he noticed right off the bat, but once he got to know me, he was happy to have me around. He meant this in the best way possible, and I didn't mind.  I made the team, worked my butt off, won some matches, and lost more than I won. And I hate losing, but it felt different. I was excited to be wrestling, not nervous. Suder made it clear that his expectations were low, but he was happy to have me. I focused on gaining experience and the process and growing as a wrestler and a person. And I got to wrestle a guy named Brent Metcalf, who is the only person I wrestled that had a documentary made about him. When someone asked Metcalf why he didn't celebrate wins, he said, “I don't want to give my opponent the satisfaction of watching me celebrate, which would make it look like a big deal that I beat him.” This dude is a monster.  It was an extraordinarily humbling match. I had no control of my own body - his fingers were in my mouth at one point, but I learned what it was like to wrestle the best. It was eye-opening.  My tenure as a collegiate wrestler only lasted that year,but I remained in contact with Coach Suder off and on until his passing in 2019. And I had changed. My priorities shifted from valuing product to process.    When I became an assistant high school wrestling coach, the head coach had also wrestled for Coach Suder, and so we continued his tradition of emphasizing process. And what I noticed is that the wrestlers felt less pressure. They only tried being better today than they were yesterday. And when they have that mindset, success, though not guaranteed, is more likely. They are wrestling to compete and to score points. And even if they don't have success, they do the best they can do at that moment, and that's always worth being proud of.  In education, we focus on the product, on assessment. There is an obsession with passing or failing and we seem to have forgotten the value of process, which is where many teachers live. So today, we are going to look at how a structure of education that values standardized assessments could be contributing to teachers deciding to leave the profession, and because some of the frustrations with standardized assessment is a federal issue, which is too much to address here, we'll explore a possible solution to the high stakes assessment issue in Wyoming, which would hopefully keep teachers in education.  This is Those Who Can't Teach Anymore, a 7-part podcast series exploring why teachers are leaving education and what can be done to stop the exodus. I'm Charles Fournier. Here is part 5: “Education has a Tourist Problem” Mark Perkins: I do think that for a lot of teachers who are leaving, and this is speculative, but I think it's reasonable to assume that if you alleviated some of the assessment requirements within their schools, their satisfaction would increase. I don't think that that's a jump.  This is Mark Perkins, he is an Assistant Professor of Education Research Methods at the University of Wyoming and he is talking about the survey results he gathered about teacher attrition in Wyoming. So many teachers, both teachers leaving and teachers staying, reported that they were not happy with assessments. As we've heard from teachers that left teaching, there wasn't one thing that pushed them out of teaching. It was the layering of factors. And if we want to keep more teachers from leaving, it would be worth trying to address some of the most consistent factors. Aside from overall well-being and feeling supported, assessment is one the most consistent teacher frustrations. Now before we get into what specifically teachers don't like about assessment, I think it's important to think about why education currently has assessments, and this goes back to what we talked about last episode: the purpose of education and needing to be able to measure success for whatever that purpose is. Simply put, we need to reflect on what we want kids to know and how we can measure what they know. Mark explains. Mark Perkins: And so what does school success really look like? That sounds like an interesting, easy question. It's like, Well, kids know how to do math. Well, okay. What does that look like? Well, they can add, subtract, divide. All right. So what? When you start drilling into the actual requirements to exist and inhabit the world, the factors become much more latent than what we measure. But we fixated ourselves purely on content. During our conversation, Mark explained that there are a ton of other things that we want for students: self-awareness, identity development, civic consciousness, the ability to have some gumption and as Mark phrased it, drag a horse through the mud. But none of those qualities are easy to measure, which means it's more difficult to measure a teacher's overall effectiveness. This brings us back to the focus on content.  Mark Perkins: But all of the focus has been on reading math, science and somewhat government. How does a teacher who navigates let's call it the multivariate universe of being an educator. How do you evaluate teaching for the holistic aspects of the job? While we don't?  It would be difficult to assess students and teachers in the Multivariate Universe of education, as Mark puts it, so we assess a few content areas, and only a few things in those content areas. Many mission statements want to acknowledge the whole student, but we only assess a fraction of the student.  For example, I have a grant application unit for my sophomores. They do research and write a grant to receive hypothetical funding that they can use to address a real problem within our community. I don't limit students on what kinds of problems they want to address, so students have looked at drug use or homelessness or access to sports or social justice issues.  When students submit their grant applications, we go through a selection process. Students read each other's grants anonymously and identify ones that meet all of the grant requirements and would, in their minds, best serve our community. By the end of the process, all of my classes vote on the one grant that should receive the hypothetical funding. Every year I've done this, the grants that make the final vote, the ones that all of my students have pushed forward, are philanthropic and genuinely kind. And I tell my students this, usually as I tear up, that this project gives me hope for the future because through their research, writing, discussions, and voting, they prove that they are empathetic humans. I learn much more about what my students can do through this project than any standardized assessment that I've been required to administer. And this is a frustration echoed by teacher after teacher. If the thing that is used to reflect a district's success is a bubble-sheet test, that can feel pretty disheartening. Because from the teachers' perspective, the results of those tests, the results that are reported in the paper and raise community questions like, “What are they even teaching kids in school?” those tests lack validity. They're not the best way to measure whether the kids are alright, and Mark has questions about how well these tests show what kids know and how well they predict the future success of students, which is often how standardized tests are used. Several teachers pointed to the frustration that rather than getting students ready for life beyond high school or to be a life-long learner, they are forced to think that the be-all-end-all was the ACT or SAT.  So engaging and authentic instruction gets replaced with teaching to a test. From Mark's research and work in assessment, he sees that those assessments might not be worth the time we are putting towards them. Mark Perkins: And I have a suspicion that the predictive validity of these tests is not that good. And my suspicion comes from a very large body of literature that has looked at ACT/SAT versus high school grade point average and college level English math and general college grade point average. And yet, we invest an amount of time, pressure and money on these measures. What this means is that a grade point average, though imperfect in its own right, is a better predictor of future student success, whether they are college or career bound, than a standardized assessment. So what a teacher measures in their classroom is a better indicator of future success than what a standardized assessment shows.  And if this isn't enough, the amount students are tested is tremendous. This saps their energy and the energy of teachers who have to say, “I know this is the 573rd test, but you've got this.”  Mark Perkins: We need to simplify and make assessment parsimonious. We do need to assess, but we certainly only need to take our temperature one time and evening, maybe two, when we have a cold because we know that it's going to say the same number every time. Measuring is not teaching. I want to reiterate what Mark just said - measuring is not teaching. I also want to clarify something about assessment. Teachers use informal assessments all of the time. And these are different than the high-stakes standardized assessments.  Good teaching makes use of valid and authentic assessments often. When I was writing this episode, I got talking with my wife, Jennie,  about assessment, because this is what you do when you marry another teacher. When she taught Advanced Biology, she created these elaborate group tests that students would get excited about. She used assessment as a learning tool. Her thought is that you don't know what you know until you need to apply your knowledge.  This is why I like the writing process because it's an act of creating and synthesizing. It's a great form of learning.  So the right assessment can be an informative learning tool, but the high stakes, fill-in-the-bubble, standardized assessments that teachers are frustrated with are not that. Mark explains that in order for those standardized assessments to be more valid, there should be some adjustments.  Mark Perkins: I think that we could more wisely use measurement, and education. I think one of the first problems with high stakes testing, is the fact that the majority of these tests have no impact on students. Now. You don't have to be draconian about it .But we make intelligent decisions based off of test scores. And we provide students with logical and rational incentives.  From the teacher's perspective, it's hard to convince students that the tests matter because students don't see how they are relevant to their lives. I try to give students some perspective before tests, like “No it doesn't impact your grade, but  if you go through and randomly click answers to finish early, the people who care about these tests will think you're not learning anything, and then they will change curriculum and make you guys only learn from a textbook. Do you want that?” They usually shake their heads no, but that doesn't mean they care any more about the test. Many teachers struggle to care about the tests as well. They don't like the kind of standardization the tests force that does not allow for freedom in the classroom. Shane Atkinson, who we heard from in the first episode, left teaching after 13 years, and part of his decision to leave had to do with a lack of autonomy, some of which is tied to standardization. He pointed out that there are some districts that are so standardized, their days are mapped out in a binder. Shane Atkinson: This is what you do, then you do this, here's the question you should ask, have them fill out this worksheet. Day two… I think that's been done under the guise of equity. You don't want a kid in this classroom at this school to get a much different or better education than a teacher in the classroom next door. And I get that. So the idea is, well, to keep it equitable, they should be doing the same thing in both of those classrooms during that period of their US History class. Again, you're making decisions based on a minority and applying them to everybody, even if you're doing good work. That does everybody a disservice.  The hope is that every kid will receive the same quality of education, so teachers are expected to stick to a curriculum, and in some instances, stick to a script. Much of the push towards national standardization came from the George W Bush Administration's, 2001, No Child Left Behind Act. Jaye Wacker, whose voice we heard in the first episode and who quit teaching after 31 years, felt like the No Child Left Behind Act did a lot to undermine public trust in education. And it did it through standards.  Jaye Wacker: No Child Left Behind set impossible targets. And basically year after year after year, it undermined public confidence in education. So then we needed the standards we needed to prove that we're doing something and yeah, I get it and I agree with it. You know, let's prove what we're doing. But this homogenization that we've talked about _____ High School in their curriculum, the most diverse curriculum in the state, and their kids are outperforming all these homogenized curriculums.  Part of the impossible targets from the No Child Left Behind Act included a 100% proficiency rate for all students by 2014 - this meant that all students would be able to perform at grade level by 2014. This sounds nice, it is great rhetoric because of course no one wants to leave any kids behind, but this goal disregards so many variables. Many students are below grade level because of severe physical and or learning disabilities, and some will never make it to grade level. This doesn't mean an effort to get all students to proficient is a bad goal, it's a great goal, but not reaching this goal made it look like schools were failing. But the Act made it so schools were destined to fail. Though this Act has since been replaced, along with the unrealistic proficiency rates, its negative impact on the view of education is still present. Wacker also pointed to the reality that homogenized education doesn't necessarily produce the best results. This is a pretty common view of standards. A teacher who wanted to remain anonymous said. "On a societal level, I think standards are the worst thing about education, and that's a wide-open race... In my opinion, standards have lead to a homogenization that is stunting our growth, and solve problems that don't exist. I don't want education to be the same everywhere; I want to be a local restaurant, not a McDonald's." For a more scientific point of view, my wife, Jennie, who left teaching after 7 years compares standardization to evolution. Jennica Fournier: So I think that standards homogenize things. So I don't know if your high school teacher was too afraid to teach you about evolution. But in general, we evolve best as a species if we have a really diverse gene pool. Basically if our education system was a gene pool, we'd be fucked.   So from an evolutionary perspective, species that are standardized or homogenous, don't survive adversity very well. Diversity is necessary for survival, and this includes diversity of curriculum. Jennie explained that we might struggle as a country to solve problems when everyone has been exposed to the same standardized curriculums. Jennie points out that there would be benefits to having students prioritize local issues. Jennica Fournier: So essentially we need kids to have a set of skills that match their environment at a local level in order to solve problems at their local level versus everyone in the US only knowing how to solve a generic set of problems. So many teachers see standards as an impossible bar to be reached that stifles their ability to be creative in their classrooms. Another part to the frustration with standardization and standardized assessments comes from the preparation required to take them and the pressure associated with the results. This is preparation and pressure that Mark, who discussed assessment earlier in this episode, says might be unnecessary. Molly Waterworth, who we heard from in a previous episode and who left teaching after 8 years, explains how frustrating that process of preparation was.  Molly Waterworth: ACT/SAT prep, hated that. Totally hated it. And I never really figured out a way to do it super meaningfully. It just felt really meaningless because I just couldn't connect it to anything relevant. I just have to say to the kids, “I'm doing this so that you know the format of the test, and that's why we're doing this.” It's not fun. There's no way to have a discussion about whether or not somebody answered the correct question on ACT/SAT practice. My biggest motivator and the thing that brought me the most joy in teaching English was discussion and parsing through complexity and finding our collective way through something big and doing ACT/SAT prep just didn't ring that bell. Having to teach towards a test that doesn't seem valuable, or to work towards standards for the sake of standards can leave teachers feeling powerless. I don't know that anyone likes to feel powerless, to feel like their hands are tied behind their backs. Several teachers decided to leave education for jobs that gave them more autonomy, where they didn't feel like they were jumping through hoops.   I personally have never been a fan of doing things just because. If I am required to give a test, I want to know that it matters. I do the same for my students, I want all of their work to feel relevant beyond the classroom. Most teachers are the same. They want to know that what they are doing is relevant, and many don't feel like the layers of standardized tests are relevant.Students, like most other humans, want to feel like what they do matters.  At least that's what Anjel Garcia wanted from her education.  Anjel Garcia: Kids just don't have any respect or like reason to care about school, and I think that connects back to they don't know what they are doing there.  Anjel took my college-level English class and graduated last year. She is a phenomenal artist - I have one of her paintings hanging in my classroom - and she is going to college for art. For Anjel, she thinks school should help students find a direction for their lives.  Anjel Garcia: I think it's to find a passion and to find something that you want to pursue in life. But we're at the point where you're only doing it so that you can cram and learn that information, and then forget it the day after the test. They're not actually doing it in a way that's teaching kids how to find interests. Which is something that many teachers enjoy. Engaging students in the joy of learning to find their interests is such a gratifying part of the job. And helping students identify interests means teachers would be able to individualize education for students. As we heard last episode, this is what many students want in their education - individualization. So a shift in the mission and a deprioritization of standardized assessment could create a structure that ends up valuing individualization. If we don't make this shift, we will continue with a structure that devalues individualization and does not promote the joy of learning. This is what that feels like to Anjel. Anjel Garcia: It's kind of extreme…with the prison system, they treat everyone the same way. They treat them like animals. They aren't treated in a way that rehabilitates them to be better people or to be prepared in the world, and I think that sort of connects to school.  Students shouldn't feel like this, and teachers often feel powerless when it comes to assessment. To ease student pushback they rely on the district, state, or national mandate. The “Sorry guys, we have to do this.” So a shift to prioritizing the joy of learning will be a positive shift not only for keeping teachers but for making education something that students find joy and value in.  Still, despite teacher frustrations and the possible lack of validity of standardization and standardized tests, they are present because there has been a historic problem with equity in education in the United States. This is why Marguerite Herman sees value in standardization. Marguerite has a master's degree in education, has some experience teaching, and served two terms as a School Board Trustee. And she agrees that there are some downsides to the standards, but she was pretty adamant that they are necessary.  Marguerite Herman: To standardize things, you lose a lot, but you also have these assurances that again… I use the term bean counter. I don't want to be dismissive of that responsibility - bean counters have to answer themselves to others. I've known Marguerite since I was in Kindergarden - she used to help with religious ed when I was little, and I went to high school with her kids. When she was on the school board, I could always count on her to attend events I put on for my students - author visits or student projects. Marguerite is involved and someone I knew would be well-informed and honest with me about her role on the School Board and about education policy.  When I told her that teachers are frustrated with standardization and assessments, she acknowledged teacher frustration but defended assessments because they offer quality assurance and a way to make educational funding decisions, even if the standardized assessments are imperfect.   Marguerite Herman: You know, with funding comes accountability. And to some extent, people want a number, especially legislators who are not educators. They want to know, what's your competence here, what's whatever you're proficient in. Anytime you index a number, there's just a lot of data that's lost because you're reducing, you're obscuring, a lot of nuance. You don't get any nuance, frankly. It's imperfect, but you need something, and I'm not challenging that.  Marguerite explains that something is needed to ensure that all students are benefiting from their public education. And her job as a Trustee on the School Board was to ensure that.  Marguerite Herman: Well, once again, the statute kind of lays it out. At the school board, we are elected as trustees, and let me just dwell a moment on the word trustee, which is that you have undivided loyalty to a beneficiary. That word was picked. It's not like a delegate and something like a representative. You don't represent a sub constituency. You represent every child in this district - they are the beneficiaries. So everything you do, you should have in your mind, “I am using all the possessions, the assets of our district, to provide for the educational benefit of every child.”  I want to pause on this definition for a moment because there has been some divisiveness on school boards across the country. Marguerite's definition is succinct -  Trustees serve their beneficiaries, so Board Members serve kids. This means the tribalism that has moved into school boards across the country should get left at the door. School boards serve students and no one else. And when I say students, I mean all students across the religious, racial, sexual, gendered, intellectual, and political spectrums. This is no small feat to serve such a diverse spectrum of students, but that should be the goal despite what interest groups think or who is in the capital. And this is why Marguerite is adamant that even if our current system is imperfect, we need something. I agree, we need something, but I don't think what we have currently is that something. And Marguerite explains that the data  that the legislators  want don't come from what a teacher sees.  Marguerite Herman: The feds want their numbers, and the legislature wants its numbers. “This is the teacher's honest opinion of the learning that went on” and said, “Yeah, that's fine. But you know, show me the test score, show me the performance I want to see”. And so, you know, we dance to a lot of different bean counters.  So the people that want to track progress, as Mark pointed out earlier in this episode and Marguerite reiterates here, don't necessarily want to hear what a teacher has to say about a student's success - even though a teacher is an expert and is highly aware of their students' capabilities. And even though, as we heard Mark explain earlier, a student's gpa, made up of teacher grades, is often a better indicator of a student's future success than the results of a standardized assessment. But teachers aren't trusted. The feds, the legislature, whoever it is that is running quality assurance wants an easily read progress report that covers a few content areas.  Remember the idealism about the purpose of education from last episode - it often fizzles at the feet of a standardized structure that takes the word of a test over that of a teacher, the human who actually knows the kid. Idealism and authentic learning and genuine human growth are harder to measure than the few content areas that can be measured on a bubble sheet. Still,  I know Marguerite is right - the assessments and the standards are a way to document, in an easily measurable way, that an effort is being made to assure an equitable education for all. That does not mean the way we assess nor the assessments themselves are valid, good for kids, or good for teachers. So let's change them! Let's make our purpose of education, our assessments, our measurements good for kids and good for teachers! Right? It should be easy! We know that kids want to feel like what they do matters, that they want curriculums that are more individualized. Right? So we need to talk with someone who understands how these things work, and how changes could be made to the current system. Here's Chris Rothfuss. Chris has been a college professor, he has run a college summer program for high school students, and he is the father of kids in the public school system. He is also the Senate Minority Floor Leader in the Wyoming State Senate and a member of the Joint Education Committee. Chris was one of two Wyoming legislators to get back to me, and the only one who agreed to meet with me.  Chris Rothfuss: The intent of that Accountability Act, as it ended up looking, was to figure out which districts and specifically which schools were struggling, and then provide them with the resources, a system of supports, to build them up and make them better.  The Wyoming Accountability in Education Act was adopted in 2013. It took over federal accountability requirements established by the No Child Left Behind Act and preceded by the Every Student Succeeds Act or ESSA. ESSA requires states to give annual statewide tests in reading/language arts and math to every student in third through eighth grade and once when they are in high school, and in science at least once in each of grades 3-5, 6-9, and 10-12. So the Wyoming Accountability Act, through the Legislature and Wyoming Department of Education, interprets federal requirements and sets goals for student and school achievement. So what assessments are used, how students are assessed, and how many assessments are given beyond the federal requirement is dictated by the state. And Chris acknowledges that there might be an issue with assessments.  Chris Rothfuss: We may be overtesting. If there were a way that we could do sampled testing if we could be a little more thoughtful about how we're doing it, if we're not using it as a direct educational instrument, then we don't need every student tested, we really just need a statistical representative sample.  But at this point, testing for a statistical representative sample is not how assessments are being used. Federally we have to test every student in most grades at least once a year, but many students are tested much more than this. Even so, I like the idea of shifting to a statistical representation especially if it means less tests. Statistical representative sample testing is already used at the federal level by the National Center for Educational Statistics - an entity of the US Department of Education. The National Assessment of Educational Progress or NAEP tests, also known as the Nation's Report Card, are given every two years to randomly selected fourth and eighth graders to test English and Math. So we already have a model for using these statistical representative sample tests, and it might be worth seriously considering how to do this - to quit overtesting. Chris calls the amount of tests part of the unintended consequences of standardization.  Chris Rothfuss: So we in Wyoming adopted some world class standards. The unintended consequence, though, as you set that as your mission, teach all of these students all of these standards, is that you've only got so much time in a day. And you've got more standards than you're capable of teaching in a school year. So when that becomes your priority, and you know, you're going to be tested on your knowledge of those standards, and you know, you're expected to improve your knowledge of those standards. As you're thinking through our well, what are we going to do with each of our days, you don't think head to the mountains? I think about heading to the mountains on a daily basis, but that doesn't mean we get to go to them. These unintended consequences of standards and assessments are a reality. The individualization of instruction and the exploration that teachers talked about last episode are often a casualty of an overwhelming amount of standards that must be covered. But a move towards individualization, and less emphasis on standardized assessments is possible. But it will require a legislature that is informed and understands what adjustments should be made in education. Chris Rothfuss: I don't think there's necessarily a misconception that the folks that are making decisions about education, don't understand education. That's regrettably probably accurate. Chris points out that many of the people with the power to make policy decisions about education think they are qualified to make decisions about education because they once went through the education system. Many of these people want to run education like a business, like a factory. They use words like stakeholders and incentivize, and they want annual progress reports. These are people that don't necessarily acknowledge or make decisions about education based on best practices. Chris Rothfuss: I spent the first I don't know how many years of my time in the legislature trying to ensure that our Wyoming education model did not utilize that pay for teacher performance. Because the literature makes it very clear that that is the wrong approach. Best Practices make it very clear that that's the wrong approach. But policymakers so often choose that approach because they don't take the time to really understand why it's an awful approach.  Folks like legislators disregarding best practice or research-based practice is a foundational aspect of why teachers are leaving education. Teachers are experts in their field, but education has a tourist problem. You know, those people who are close enough to education to feel like they are a part of the system, but the actual educators, the educational locals if you will, don't see it the same way.  And  teachers are tired of being dismissed or treated like they aren't experts. The educational tourists assume that their time as students makes them an expert in education - policy is put into motion by folks who aren't informed enough about education to be making decisions.  This is so frustrating as an educator. Nothing irritates me more than a non-educator, upon finding out I'm a teacher, starts telling me how I should do things. It's almost as bad as sitting next to an arm-chair quarterback trying to explain how Josh Allen should be throwing the ball differently.  Chris is aware of this frustration of having unqualified people making decisions about education, and he is at a loss as well. Chris Rothfuss: Education is certainly not a business. But at the same time, imagine you were a business and you were hiring for the job. Instead of electing for the job, you would immediately eliminate the entire slate. And this would be true of so many of the things so many of the positions, so many elected officials. If it were a list of applicants and you were the hiring officer, you'd just be like not qualified, not qualified, not qualified. How did we get to the point where our elected officials And the folks that we put in charge could never even get a job at the institution they're being put in charge of. Think about that. Many of the people in positions to make policy decisions about education do not have the qualifications to be hired within the education system. Why do we accept this?  When the people in charge of the institution aren't involved in the institution, they aren't informed enough to be making decisions that are in the best interest of those people, the students and teachers and administrators, that are in that institution daily. This results in bad policy or policy fueled by animosity towards education or animosity towards any federal institution.  Chris Rothfuss: We've moved away from having a supportive team of pro-education legislators on the education committee that was struggling and working to do what was best for K-12 public education and really working hard to now over the last few years, embracing this mentality that our public schools are failing, and that somehow, for profit, religious charter schools from out of state will solve our problems, or decreasing funding will solve our problems, or belittling teachers and calling them out. Maybe holding them responsible for tiny actions or making them post everything that they're doing every single day online for parents to nitpick is somehow going to help. We haven't really in the legislature seen anything that I would call a strong positive pro education proposal in probably the last four years, But what we have seen are policies that attack educators or education as a whole, and this is exhausting as a teacher. For many this adds to the feeling of being disrespected. If our elected officials, people who are seen as community leaders, are attacking education from an uninformed platform, it perpetuates a devaluing of education, thus a devaluing of teachers. And teachers are tired of it, and it's contributing to why they are quitting.   Chris Rothfuss: We have some of the least informed policy makers shouting the loudest about their beliefs in education, that they're entirely unqualified to bring forward and promote. And yet, by being the loudest voice in the room and an angry voice, it's just easy to generate a mob mentality of support behind you, and to advance what is effectively bad policy and bad legislation, so we're seeing that.  And what's scary is that these poorly informed policymakers are in positions to make policy change, to make lasting impacts on education that will further ostracize teachers, hurt students, and likely make more teachers leave the profession.  Marguerite gave an example of a policymaker putting a footnote in a budget bill that tried to reject teaching Next Generation Science standards, which, as Marguerite put it Marguerite Herman: Which is like modern science. We hear about evolution, you know? I think we kind of got that one settled. Let's question gravity, shall we? Okay. I'm making fun of it, but it was, teachers had no idea it was awful. That's what happens when the legislature, which is politics, let's face it, folks, gets into the curriculum, they do not have the expertise. And then Pollock's politics doesn't always produce the greatest results, let's just say. Chris had examples of bad bills too. Chris Rothfuss: Teachers Not in Legislature In fact, when we hear when we when we bring legislation when we got some horrible bill that's coming before us in the legislature, like the horrible bill we had last year that would have required everything that teachers were doing, be posted on the web. Awful bill, bad premise, and certainly awful motivation. As far as I can tell, the only motivation is, you know, we don't know which books to burn if we don't have a full list.  So that awful bill, we didn't have a lot of teachers come up and provide public testimony against that bill, you think the whole classroom would be full, right up until you realize that no, all of those teachers were teaching at that moment in time, and would have had to take time off from teaching to come provide testimony against that lousy bill. So we don't hear the chorus of voices from the expert educators, we hear the chorus of voices from the folks that have the free time to come and yell at us. This is a great irony. Teachers who would have strong opinions about such a bill and who would be impacted by the bill, are not able to advocate in person because they are doing their jobs. And at a moment when substitutes are in short supply, leaving school to attend the legislative session is even more difficult.   Still, teacher advocacy was something that both Chris and Marguerite pointed to in terms of making a difference in policy. Policy includes curriculum choices and assessment choices. But for a teacher to speak up about assessment or curriculum requires a level of vulnerability that many teachers don't feel comfortable with.  Chris Rothfuss: Well, it's certainly understandable that when the teaching community has its strong supportive views for diversity of educational materials that are and that view is effectively contrary to a school board that again, is usually not expert, or particularly proficient in pedagogy or or education. It's going to be disconcerting for the teachers to step up and advocate because again, they're in fear for the protection and preservation of their job, and it's a flaw with our system.  I have felt this constantly over the last eight months as I've interviewed folks, researched, written, and produced this podcast. I don't know who I might offend or upset - Wyoming has a mighty small population And I don't know what impact this series could have on my job. It's a risk, but dammit, I'm tired of seeing teachers at the end of their tethers. I'm tired of being a teacher at the end of my tether. Something has to change. We need to fix this.  We need to listen to the experts, to teachers who know what they're doing, who know what good assessment looks like, who know what engagement looks like, who know the power of relationships, and who know that teachers are stretched thin. And Chris says, teacher voices could make an impact.  Chris Rothfuss: And public testimony does make a difference. And believe me if those 250 educators were able to show up and weren't obligated to be teaching at that point in time. That'd be very compelling. Beyond speaking up in legislative sessions, part of the solution to retaining teachers, might require some reflection on the roles of everyone in the multivariate universe of education. So my question to both Chris and Marguerite was if teachers should have more of a role on school boards. I asked this because many teachers point to the reality that school boards are made up of non-teachers. Not many other professional boards are run by people outside of the particular field. Marguerite was adamant that teachers should not be on school boards - she explained that's not how the statute is written. And Chris worked through the question in a very diplomatic manner, but he acknowledges a problem with people getting on school boards who are there for the wrong reasons.  Chris Rothfuss: This gets back to the question of who should govern whom and how. You'll have some people on an average school board, typical school board, that know something about education, hopefully. And then you've got people that are just mad about education. And then you've got people that are pointedly trying to slant education towards specific interest groups interests, that might be fully counter to K-12. Chris sees value in teacher expertise, but like Marguerite, he points to the possible conflict of interest with having teachers on the board.   Chris Rothfuss: It is hard to have someone on a governing body that is in the role that the body is governing as a voting member, although that can be dealt with, you can have some votes that they're there for, like the policy decisions they are included in, but maybe not the personnel decisions, there's a lot of possibilities there. So I'm one that certainly is concerned that we do not have anywhere near enough expertise on our school boards. There's no obligations for qualifications. So a lot of the problems we have stem from that lack of expertise. And ideally you want to balance.  Having some balance is a step towards a system that will retain teachers. In order to keep teachers in education, it will be important that teachers have a voice in education policy and decision making. Teachers shouldn't be a scapegoat when things go wrong, nor should they be excluded or put in positions where they exclude themselves from decision making positions because they fear retaliation or because they are so busy that they can't make room for something else.  We need to reimagine and consider the roles of everyone tied to the education process because right now, the teachers working with kids and engaging in the education process are often left out of the conversation. Dylan Bear, a teacher we heard from a few episodes ago, had the best analogy for how we should think about everyone's role in education.  Dylan Bear: Imagine, a fence, you know, like a round pen for a horse. The respect has to come from all angles for someone to learn. And you have to have the community showing respect of the education system, you have to have parents showing respect, you have to have the students show respect to the teacher showing respect for that. And so this ring of respect has to be there, of the education system. Or else if one of those falls out, like have a parent, dad or mom say, I'm not dealing with my kid at school, I call the principals and then once that happened, that kid got out of the pen because now he goes the path of least resistance to leave the education system.  The key image that Dylan is presenting here is the ring of respect that requires everyone associated with education to have a role, and trusting each other to cover their role. And for Dylan, even though he points to an analogy of a horse pen, he says this could take place anywhere.   Dylan Bear: And it doesn't have to be four walls and bricks and the fence at the school. I think that's such a weird way to learn. I love going to the mountains and going on trails where now you're vulnerable, and you want people to respect you and trust you. You look at the different environments for education, so different. But yeah, trying to get what needs to change to me is you have to have communities that value teachers that don't want to use that negative language. You have to have kids who value it. So education has to be a collective of support with and around kids. To gain that support and trust and collectivity we need to have a clear purpose of education - this echoes last episode. Right now, we base the purpose of education on how we evaluate students or how we can cover a tremendous amount of material. An unintended consequence of having so much material to cover is that education might feel like a grind to students. A grind without a sense of purpose makes it difficult for students to care. So to shift what is happening in the classroom and to create a structure in which roles are clear and supportive of one another in education, Chris thinks legislators should start by listening to teacher concerns. Chris Rothfuss: So when we hear from our teachers, what their real concerns are right now, and when they come back to me as a legislator and say, mental health is the problem for both students and teachers. We should listen. And we should adjust because at the end of the day we're not these rulers that are supposed to be at a distance and making proclamations. Our job is to listen and to learn from folks that know what they're talking about. And then try to put in place policies that affect change that enable everyone to do what they want to do and are trying to accomplish. And particularly in the public education system, we have that constitutional obligation to provide this high quality education for all.  For Chris, the role of legislators is to seek out experts to inform their decisions about policy that will impact those experts. So, for policy about education, legislators ought to speak to educators. And to do so in a way that is welcoming and doesn't just put more work on teacher plates. Chris also pointed out that to help mental health, which would contribute to keeping teachers, he thinks there should be a push to shift our priorities away from developing workers, which ideally means a shift away from high stakes assessment.   Chris Rothfuss: Honestly, if our first priority was joy in learning. As job number one, just imagine how much more we would learn. And that's the message that comes if we want to set it at the legislative level, we want to set it at the school district level. It does come from the policy leaders setting what is the mission? And right now our mission is develop workers. Chris explained that the role of legislators is to set the education mission, which could be seen as a purpose of education. And he thinks, especially at this present moment of teacher attrition and teachers and students both struggling with mental health, that the mission should prioritize the joy of learning. And if that mission is set, evaluative practices and accountability models can be adjusted. This will then dictate how school boards will work to achieve the new mission's objectives. It's a top-down shift, but if the top (legislators) consult the bottom (teachers and students) then it's more of a down-top-down shift? Whatever it is, it might help. Chris said that he would even be willing to take a drop in proficiency if we have happy kids and happy teachers.  Chris Rothfuss: My absolute ideal is to heavily prioritize joy in the classroom, and to focus our efforts, our resources, our activities, and our prioritization towards building joy in the classroom, with the expectation that with that joy, you would be addressing mental health issues, both for the teachers and for the students. And I'd love to see where that takes us. And what that means is ratcheting back this prioritization to build robots and the prioritization of score high on tests. And I'll take a 10% less proficient happy group. I will. At the end of the day, they can learn a little more math later. And if they're happy about education, then I think they'll have an opportunity to learn a little more about math later.  This mission would also shift the roles of us, the collective us, parents, teachers, administrators, legislators, community members, everyone, to not think of our K-12 experience as the only time we should be learning. If there was an assumption that learning was a lifelong process, Chris believes that we might have a cultural shift that results in valuing and enjoying learning, which would have a major impact on how teachers are viewed.  Chris Rothfuss: We think that you have an education phase in life. We've built a system around the idea that you have an education phase, phase one. Phase two and beyond never get any more education. Avoid, if possible. I would love a system where everyone just kind of keeps going back to school.  The move towards life-long learners that Chris is proposing would be a conceptual shift, but it could be supported concretely by a move away from overtesting or overemphasis on testing. Because our current system requires testing, this might mean we reimagine what testing looks like all together. Could it be a conversation? Something more authentic than a bubble sheet? Federal regulations have some flexibility there. Either way, the amount of attention given to Summative or End of Course testing is focusing on a product and not the process. Focusing only on the product is not creating a culture that loves learning - it's kind of the opposite. It's creating anxiety and pressure around learning. So if we can lessen the stress by drastically cutting back the amount and pressure of assessments, maybe we can focus on process and create a joy of learning.  So, by shifting priorities away from high stakes testing, we can stop structuring education in a way that prepares only for tests. This might mean loosening the grip on what curriculum can look like or what courses can be offered. For example, I once taught a course at the University of Wyoming called the history of Swing Dancing. We looked at the correlation of historic events and their impact on popular culture. When the class ended, a group of girls continued their final project and created a club on campus called Real Women Real Bodies. This class encouraged students to continue learning beyond the restrictions of the semester.  When I proposed to create this class for the high school setting in my district, it was declined because it didn't fit within the Guaranteed and Viable Curriculum. So a shift might allow us to create new, novel courses that might inspire students to continue learning and growing well beyond the course. Such a shift will likely reinvigorate teachers who almost all have unique expertise and would love to incorporate such things into a course.  So, as Chris pointed out, to adopt a new educational direction, it must start with a shift in mission at the legislative level - hopefully fueled by teacher input. And I think it can happen, especially in a state like Wyoming that wants to be a national leader in education - it even says so in the Wyoming Accountability Act.   So creating a mission that prioritizes the joy of learning by focusing on process over product could happen.  Then how the decision is implemented should trickle down. Hopefully, this would result in teachers wanting to stay in education. And if all of this happens, if we can make that allegorical ring of respect and support that Dylan mentioned,  just imagine how much better the education will be for our students. Students will ideally feel that joy of learning and feel like what they do in school has purpose because that's what many of them want from school.  This is idealistic. But when making changes, we need to strive for idealism and not be guided by fear. Because what we have now is not working. Many people are aware of this and are already taking steps to make changes that will hopefully make education better and help keep teachers in education. Next episode, we're going to take a look at what people are doing to help keep teachers in education. This includes Task Forces, Mentoring Programs, Fellowships, and more. That will be next time on Those Who Can't Teach Anymore. Thank you for listening. Be sure to subscribe to our podcast, leave a review, and share episodes with everyone you can think of. This episode was produced by me, Charles Fournier. It was edited by Melodie Edwards. Other editing help came from Noa Greenspan, Sarah-Ann Leverette, and Jennica Fournier. Our theme song is by Julian Saporiti. All other music can be found on our website. A special thanks to Anjel Garcia, Mark Perkins, Shane Atkinson, Jaye Wacker, Jennica Fournier, Marguerite Herman, Chris Rothfuss, and Dylan Bear for taking time to sit down and chat with me. If you are interested in seeing Mark Perkins' full report, “Teacher Attrition in Wyoming: Factors to Consider” you can find the link in the transcript for this episode and on our instagram page @thosewhocantteachanymore.  This podcast is funded in part by the Fund for Teachers Fellowship.

This podcast episode discusses the three primary assessment and evaluation types for teachers: diagnostic, formative, and summative.Diagnostic assessment is used to identify a student's strengths and weaknesses at the beginning of a school year or course to inform instruction. This can take many forms, such as diagnostic tests, skills assessments, and individualized learning plans.Formative assessment is used to monitor and improve student learning in real-time. It's an ongoing process that helps teachers gauge whether students understand the material being taught and allows students to receive feedback and adjust their learning strategies. Examples include quizzes, class participation, and exit tickets.Summative assessment is used to evaluate student learning at the end of a unit or school year; it often takes the form of a test or final project.The episode also provides examples of different assessments and evaluations that can be used in the classroom.To find our highly effective, time-saving resources Checkout our Madly Learning Store at www.madlylearning.com/storeCheckout our Teachers Pay Teachers storeJoin our FREE Facebook community for teachers here: https://bit.ly/IYT-FB

GotTechED the Podcast Episode #128: 4 Lesson Activities for Teachers to Try in 2023Welcome back to GotTechED the podcast this is Episode 128 called “4 Lesson Activities for Teachers to Try in 2023” In this episode, we'll play a lesson design game using our brand new Wheel of EdTech and share some of our New Year's resolutions. This is another episode you don't want to miss, check it out.Segment 1: UpdatesHappy New YearsNJECC Conference is March 7th (Tuesday in person) and March 8th (Wednesday remote)Segment 2: New Year's Resolutions Guise: Professional Goal: Add more creativity into my lessonsMore exploration of CanvaMore Improv learningPersonal Goal: Simplify LifeNick:Gamification and game elements in class and with staffOrganize workflowSegment 3: Design a Lesson on the Fly Using the Wheel of Edtech Wheel of Edtech LinkBlended Learning, Summative assessment, History, 3 edtech toolsVeterans service projectGoogle Forms, Google Slides, Google SitesFlipped Classroom, Formative Assessment, Art, 2 edtech toolsCameo in PowerPoint Attach videoCreativity Based Learning, Introduction, World Language, 2 edtech toolsNarrative, Running, thinglink, book creatorGamification, Conclusion, ELA, 1 edtech toolBaamboozleScattergories game based on readingsSegment 4: Where to Find GotTechEDDo us 3 favorsSubscribe to GotTechED the PodcastApple PodcastsSpotify

Dr. James L. Hayes, principal of Harvard Park Elementary in Springfield, talks about the "Comprehensive" summative designation his school received in 2019, and how IL-Empower helped his campus achieve a vast improvement. Listen to the end for surprise positive outcomes that reach beyond the gradebook.Our theme music is by José Rivera.

This is my speech about the importance of SDG 12, Ensuring Responsible Consumption and Production Patterns. --- Send in a voice message: https://anchor.fm/aksolotl-the-artist/message

Daniel Braithwaite | Head of Department (Science), Carey Baptist College In this video, we chat with Daniel Braithwaite from Carey Baptist College about balancing formative and summative assessments in secondary education, as it relates to the strengthening of student learning outcomes and the time bind that teachers face. Crediting formative assessment with making learning visible and avoiding the trappings of alphanumeric grades, Daniel discusses its strategic use including reshuffling of curriculum to carry it out, plus the need to determine how its insights can be used to inform next steps in the learner journey. He also considers what role technology can play in assisting teachers to improve formative assessment quality and frequency, particularly in regards to streamlining marking, provision of feedback and harnessing data. How can teachers incorporate more formative learning mechanisms and assessment into their classrooms and workflow, and make it truly actionable? Watch the episode to hear Daniel's perspective. https://www.integritymatters.tv

How do we know if our children are digesting what we're teaching? We give them assessments! And if you've ever stepped into a traditional classroom in the U.S., this could mean many things. Often it means large, summative assessments at the end of a unit or school year to determine what the students have retained.   Sadly, this type of assessment is ineffective, for more reasons than I can begin to explain. But I sure try in this episode!    There are many ways to assess student learning, aside from the traditional test. And traditional summative assessments only test a student's ability to memorize information for the short term. What happens when they need to remember information long-term and apply it in different scenarios?   I'm sharing my thoughts and more. Listen in!   Be sure to join me at the Beyond Multiple Choice virtual seminar. Find out more and sign up for free! Jump in the Conversation: [1:26] - Beyond Multiple Choice Conference [1:41] - Where to begin with assessment [2:18] - The open-ended essential question [3:11] - Inquiry-based learning isn't enough [3:39] - The questions teachers need to ask [4:13] - Model U.S. structure and how bills become laws [5:20] - Getting students to own their learning and apply them in real life [5:58] - Engaging and relevancy is non-negotiable [6:52] - Determine what you'll assess and how [8:01] - The big problems with summative assessments [8:51] - Summative assessments aren't the only way to assess learning [10:26] - Quality rubrics are created in partnership with students [11:00] - The existential question: What is important? [12:26] - Who takes responsibility to empower students to reach goals [12:50] - Maureen's magic wand  [14:25] - Students can see when teachers are invested in learning Links & Resources Episode 73: Breaking Barriers for Our Students and Our Future Episode 39: Creating Human-Centered Learning https://summit.edactivecollective.org/schedule Email Maureen Maureen's TEDx: Changing My Mind to Change Our Schools The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep

oni's lovely episode talking about why capitalism is better than socialism!!

Episode#71 Non Traditional Education Series part 1 (Mr. Sánchez). Introduction to Non Traditional Education Fallacies of traditional education Benefits of non-traditional education Summative assessment vs Formative Assessment Teacher vs Facilitator --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/arturo-castrodad/message Support this podcast: https://anchor.fm/arturo-castrodad/support

Today we kick off 2022 by discussing how we go about revising aspects of our curriculum. Show Notes: We kick off our episode with a goofy question: Do you typically make a New Year's Resolution or goal for the upcoming year? If so, what is your resolution for 2022? How much pre-planning goes into your teaching? Do you have structured unit plans for the whole year? Do you plan unit to unit? Week-to-week? Day-to-day? Amy: Our biology team determined our objectives for each unit, and we agreed on what we will access and how many points the assessments are worth. At the beginning of the unit, I set up a very basic schedule with the required summatives, and each day, I go in and plan the day by day formatives or make adjustments to the timing for summatives. Due to the pandemic, I feel that my planning takes up most of my time because I am always building my lesson plans with student ideas, and additional practice activities based on how my students perform on the work from the previous class. Hannah: I am a whole year planner, but I also tend to do a lot of revision. My year-long plans are more of a basic roadmap- what content/activities to do and when, when to have assessments, etc. Then I go in and do more fine details usually the day (or this year...often the morning) before. Aaron: As a department, we have a planned schedule and then set a class calendar as unit-to-unit. I have been trying to not be too dogmatic about these plans and build in some time for check-ins and revisions. How do you get feedback that some aspect of your curriculum is not working? Is it from student formative work? Summative work? Discussion with colleagues? Discussion with supervisors? Hannah: Student work is the most valuable feedback for me. This could be from conversations, or from their performance on assessments. I also check in with myself and my planning partner- if we aren't feeling good about the curriculum, the students probably aren't either! Amy: I really believe that student work and feedback is the strongest indicator that the curriculum is not successful. I want the kids to be curious and naturally ask questions. I want them to find a connection to something they experienced that they are willing to share with others. I collect data using surveys and from formative assessments and summative assessments to gauge how well the curriculum I designed is helping students meet the goals. Aaron: Historically, I have been most informed by discussion with colleagues and summative assessments, but I am working to use more formative feedback to inform our work. What is the part of your curriculum you would like to redesign the most? Amy: I would really like to have more wet labs and more inquiry. I feel that I am still the person in the room in charge of everything and the person who talks the most about science, and I would like to see the students directing more of the learning. Hannah: I could talk about this for a long time…. In AP Bio I wish CB would split the course into a 1 and 2 sequence (similar to physics and calc). Especially as an AP bio as first bio school...the balance between flying through content vs making time for student inquiry, labs, etc is something I really struggle with. Aaron: As I mentioned before, I really want to have student's work to drive instruction. I have been doing more driving question boards, formative check-ins, and other student feedback opportunities into my classes. I have been tinkering with my practice a lot in this area throughout the year. Credits: Please subscribe to Life of the school on your podcast player of choice! Patreon: https://www.patreon.com/LOTS Music by: https://exmagicians.bandcamp.com/ Show Notes at Lifeoftheschool.org You can follow on twitter @MrMathieuTweets or @lifeoftheschool

Put your K-12 assessment tools to the test with 15 powerful questions. Welcome to SPARKS: mini-segments intended to spark your thinking and ignite your practice. These short episodes are based on my written reflections, which you can find on the Teachers on Fire Magazine at Medium.com. Read the blog post featured in this episode at https://medium.com/teachers-on-fire/level-up-your-summative-assessments-with-this-checklist-3f05312b7ba2. My name is Tim Cavey, and I'm proud to contribute to the education conversation through the Teachers on Fire podcast. Make sure to connect with me @TeachersOnFire on Twitter, Instagram, and Facebook to catch more from me and hear from amazing educators who are bringing growth and transformation to K-12 education today. CONNECT with ME On Twitter @TeachersOnFire (https://twitter.com/TeachersOnFire) On Instagram @TeachersOnFire (https://www.instagram.com/teachersonfire/) On Facebook @TeachersOnFire (https://www.facebook.com/TeachersOnFire/) On YouTube @Teachers On Fire (https://www.youtube.com/c/teachersonfire) On Voxer @TeachersOnFire (https://web.voxer.com/u/teachersonfire) On LinkedIn https://www.linkedin.com/in/timwcavey/ Visit the home of Teachers on Fire at https://teachersonfire.net/. SONG TRACK CREDIT Flight to Tunisia by Causmic Tangled by Emmit Fenn Road Tripzzz by Ofshane Fast and Run by Nico Staf *All songs retrieved from the YouTube Audio Library at https://www.youtube.com/audiolibrary/. --- Support this podcast: https://anchor.fm/teachersonfire/support

In this episode, Dave tackles a practice that has picked up steam in virtually every school in America. When we don't actually read the research and only apply the Cliffs Notes version, we can get so much wrong. Labeling assignments formative or summative hurts kids. Using assessments formatively AND summatively is the answer., Feel free to share your thoughts with Dave at: dave@teachbetter.com @daveschmittou --- Send in a voice message: https://anchor.fm/david-schmittou/message Support this podcast: https://anchor.fm/david-schmittou/support

Summative 1

What is usability? Human factors? Are they one and the same or different in the medical device industry? When do each apply? Whatever you call it, both are very important in virtually all medical devices.In this episode of the Global Medical Device Podcast Jon Speer talks to Mike Drues from Vascular Sciences about human factors and usability—two terms used synonymously despite subtle differences—to help you better understand how each function and should be applied.Some of the highlights of this episode include:Mike defines usability or human factors as the user's ability to use the device in a way that it is intended to be used to get the result it's intended to get.Jon understands how product development engineers forget that they designed a product based on how they think it should operate, function, and be used.Unfortunately, there are few opportunities for engineers to actually test, use, or implant a product that they developed and designed on actual end users, like cadavers or live animals.The user population has expanded beyond a trained healthcare professional. From a human factors perspective, it doesn't always make sense or make it easier or complicated for some people to use medical devices.Current FDA guidances that focus on general usability/human factors for medical devices are inadequate. FDA does not differentiate devices that should be used by a trained healthcare professional versus a patient or lay person. Usability is important in virtually all medical devices, but there are some exceptions. However, usability is even more important when medical devices are being used by non-trained medical professionals.FDA now requires usability testing for medical devices because of issues with infusion pumps. However, usability testing should be considered based on risk. Is usability testing needed to put on a BAND-AID® or spit into a tube?There are two types of usability testing: Formative is testing that happens prior to design freeze during the development process. Summative testing occurs after the point of design freeze to ensure that the product can be used as intended.Memorable quotes from this episode:“Usability or human factors is the user's ability to use the device in a way that it's intended to be used to get the result that it's intended to get.” Mike Drues“Those who are designing the product are stuck and convinced that they know the way the product should be used.” Jon Speer“The user population has expanded beyond a trained healthcare professional.” Jon Speer“Usability is important in virtually all medical devices across the board. Not all, there are some exceptions, but virtually all.” Mike DruesLinks:FDA - Applying Human Factors and Usability Engineering to Medical DevicesFDA - List of Highest Priority Medical Devices for Human Factors ReviewFDA - Premarket Notification 510(k)FDA - In Vitro Diagnostics Regulation (IVDR)The Global Medical Device Podcast, Episode 223: Understanding FDA's New Intended Use Rule and its ImplicationsMike Drues on LinkedInGreenlight Guru AcademyThe Greenlight Guru True Quality Virtual SummitMedTech True Quality Stories PodcastGreenlight Guru YouTube ChannelGreenlight Guru

Father Edward 11-1-21

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What and how do you differentiate summative assessments in a Mastery Learning Classroom. Listen in as Jon reflects on things he is learning about differentiation and how he challenges his most able students. You can also view this as a video at https://youtu.be/sY6Zjgs0vUg

In this episode of The Wired Educator Podcast, I have the privilege of interviewing one of my all-time educational heroes, Rick Wormeli. He's the Mick Jagger of Education. He tackles the big questions in education and explores every strategy and method and puts it to the test. He will make you laugh. He will make you think. He will challenge the way teach. He'll inspire you in so many ways! Rick isn't just a legend, he's one of the most authentic voices in education. We dive in so many areas including assessments, grading, rubrics, literacy, preparing for the new year, starting new initiatives and more.  I think think this may be the greatest interview with Rick ever recorded but I am biased. Buckle up. Click here to listen to this interview with Rick Wormeli on The Wired Educator Podcast.  One of the first Nationally Board Certified teachers in America, Rick brings innovation, energy, validity and high standards to both his presentations and his instructional practice, which include 39 years teaching math, science, English, physical education, health, and history, as well as coaching teachers and principals. Rick's work has been reported in numerous media, including ABC's Good Morning America, Hardball with Chris Matthews, National Geographic and Good Housekeeping magazines, What Matters Most: Teaching for the 21st Century, and the Washington Post. He is a columnist for AMLE Magazine and a frequent contributor to ASCD's Education Leadership magazine. He is the author of the award-winning book Meet Me in the Middle as well as the best-selling books Day One and Beyond, Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom (Second Edition), Differentiation: From Planning to Practice and Metaphors & Analogies: Power Tools for Teaching any Subject, all five from Stenhouse Publishers, as well as Summarization in any Subject: 60 Innovative and Tech-Infused Strategies for Deeper Student Learning (releasing in fall 2018) published by ASCD.  His book, The Collected Writings (So Far) of Rick Wormeli: Crazy Good Stuff I Learned about Teaching Along the Way, is collection of his published articles, guest blogs and more through 2013. His classroom practice is a showcase for ASCD's best-selling series, At Work in the Differentiated Classroom. With his substantive presentations, sense of humor and unconventional approaches, he has been asked to present to teachers and administrators in all 50 states, Canada, China, Europe, Thailand, Japan, Vietnam, Korea, Australia the Middle East, and at the White House. He is a seasoned veteran of many international webcasts, and he is Disney's American Teacher Awards 1996 Outstanding English Teacher of the Nation. He won the 2008 James P. Garvin award from the New England League of Middle Schools for Teaching Excellence, Service and Leadership, and he has been a consultant for National Public Radio, USA Today, Court TV and the Smithsonian Institution's Natural Partners Program and their search for the giant squid. Rick lives in Herndon, Virginia, with his wife, Kelly, and both are proud of recently launching the last of their children into adulthood. With the kids' college years now behind them, Rick and Kelly are now eagerly spending their childrens' inheritance while Rick works on his first young adult fiction novel and a new book on changing the culture of a school for ethical grading practices. Mentioned in this episode: Please support our sponsor: www.PlanBook.com Rick's website: www.rockwormeli.com Some of my favorite Rick Wormeli book: Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom The Collected Writings (so far): Crazy Good Stuff I've Learned About Teaching Along the Way of Rick Wormeli A Big Thank-You to our sponsor www.Planbook.com - Enter code "Wired" at sign-up Planbook has been the established leader in online lesson planning since 2010, offering collaborative lesson sharing, flexible administrator access, and even student view tools for just $15 a year. Using Planbook, educators can build customized school years, classes, and lessons 100% online, directly inputting class materials and up-to-date standards from all over the world. Enter code "Wired" at sign-up to join over 800,000 Planbook teachers today and get your first year for only $5! ------------------   Invite Kelly to be your opening day speaker at your school, lead a leadership workshop, or share his What Everyone Needs to Know About Bullying presentation here. www.kellycroy.com This link will take you to ALL of Kelly's social media: https://linktr.ee/kellycroy Sign-up for Kelly's newsletter here. Kelly Croy is an author, speaker, and educator. If you'd like to learn more about Kelly or invite him to your school or conference to speak please send him an email.  Subscribe to The Wired Educator Podcast with 206 episodes of interviews and professional development. • Visit Kelly's website at www.KellyCroy.com. • Looking for a dynamic speaker for your school's opening day? • Consider Kelly Croy at www.KellyCroy.com • Order Kelly's books, Along Came a Leaderand Unthink Before Bed: A Children's Book on Mindfulness for your personal library. • Follow Kelly Croy on Facebook.  • Follow Kelly Croy on Twitter.  •  Follow Kelly Croy on Instagram     

What happens when we inspire youth? When giving them the tools, experiences, and room to show us how deeply capable and creative they are? And when we take project-based, experiential learning far outside the classroom and into nature? By allowing students to explore the outdoors as the classroom, instead of offering the traditional lockstep recipe for “success,” we create critical thinkers, lifelong learners, and whole people excited to create positive change. Today's guest, Dawn Robinette, is bringing the classroom to nature in her micro-school. Dawn  is the founder and director of Camino De Santiago Nature School. Her school weaves core academics in with the study of nature-based subject matter and creates deep connections between students, parents, and Mother Nature.    About Dawn Robinette: Dawn Robinette is the founder and director of Camino De Santiago Nature School, founded in January 2013. It serves as an alternative and unique educational resource for children 5 to 12 years old that provides them with academic experiences while immersed in nature. She graduated from Cal Poly San Luis Obispo with a Bachelor of Architecture in 1993, where the school's philosophy of Learning By Doing resonated with her. At the University of Washington, Dawn's master's thesis was based on design-build. She spent nine months as a teacher's assistant, working on a design-build project in which her class built a multigenerational home for the indigenous community of Yakima, WA. Dawn also taught young adults at Virginia Commonwealth University and the Art Institute of Orange County. For more information, please visit her website or follow her on Facebook and Instagram.   Jump in the Conversation: [2:06] The beginnings of learning in nature [7:17] Making learning relevant through design-build projects [11:53] Summative assessment versus formative assessments [18:26] Roadblocks and obstacles for alternative education [37:33] Dawn's Magic Wand: develop more programs to offer outdoor learning to students—even those in traditional educational environments  [41:19] Maureen's Take-Aways   Links and Resources: Leo, Dog of the Sea chronicles  Braiding Sweetgrass by Robin Wall Kimmerer: instructive poetry on Chief Seattle's web of life Tom Brown, Jr, naturalist, school founder, and author Schools are Killing Creativity, Sir Ken Robinson's TED talk Cradle to Cradle Design, William McDonough's TED talk  Harvard article on the importance of play Benefits of Nature for Kids U of Minnesota's How Does Nature Impact Our Wellbeing? The Camino de Santiago Email Maureen The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep

This week, Josh and Will dig into assessments and how to use them to monitor your students and eventually provide the grade. Thereafter, they look at how AnswerGarden works as a tool to get formative feedback from your students, making several points about how the tool is also more about the technique. For more information on these tools and our conversation, check out the episode page here. For all of our episodes and resources for each app we discuss, head over to our website at hitechpod.us. --- Send in a voice message: https://podcasters.spotify.com/pod/show/hitechpod/message

This is some explanations about more of the music in Driver's License

Hey, Just a regular guy telling some fun stuff. Monday, Wednesday, and Friday are storytimes. Tuesday and Thursday are my views on recent world news. Saturday is me talking about anything. If you wanna check more about me and some behind scene's, check these social's. Instagram-https://www.instagram.com/kingkwis23/ Youtube-https://www.youtube.com/channel/UCUrytz0FtkXkOPsvLOMjYkw Twitter-https://twitter.com/kingkwis23 Facebook-https://www.facebook.com/kwis.ling.5 Platform's Apple-https://podcasts.apple.com/us/podcast/aie-podcast/id1456632401?uo=4 Spotify-https://open.spotify.com/show/ --- Send in a voice message: https://anchor.fm/aie23/message

I am informing about how Emma Watson and the HeforShe campaign is contributing towards gender equality and I also explain how you can contribute to this cause and join the movement.

Science summative

Our education system is at an inflection point, and as COVID-19 makes us reconsider the best ways to teach students, we must also consider how assessment and accountability need to shift toward a more modern structure. Dr. Samuel speaks with Thomas Toch, director of education policy think tank FutureEd, and Jason Mendenhall, who leads the development of innovative statewide assessments at NWEA.We talk about the future of assessment and the evolution of accountability systems, and how the pandemic has created urgency and opportunity for change. 

In this episode I reflect on my 5th week of remote teaching. In this week I did a review before a summative, gave a summative, and did breakout groups all in a virtual learning environment! --- Support this podcast: https://podcasters.spotify.com/pod/show/teaching-remotely/support

In this episode, Dr. Silver leads the discussion on identifying, assessing, and preparing for the Fall Semester in Elementary and Secondary Education. We discuss how various school districts are surveying families to determine online capacity for learning and technology accessibility. We discuss how precise assessment should be deployed to ask detailed questions regarding technology and internet availability. We suggest school districts consider contacting families directly via phone, asking precise questions regarding preparedness. We discuss international examples where school systems around the world are suffering from similar challenges and adapting novel approaches to ensure students receive appropriate instruction. This included a partnership with radio stations to have instructional hours.

Greg Crowther joins host Kevin Patton for a conversation about retrieval practice, online formative testing, and Test Question Templates (TQTs). We learn how TQTs can help students learn and can help teachers prepare effective exams. 00:44 | Pandemic Teaching Book (please share!) 01:57 | Sponsored by AAA 01:46 | Introducing Greg Crowther 03:57 | Test Question Templates (TQTs) 21:58 | Sponsored by HAPI 22:46 | Higher-Level Test Questions 49:37 | Sponsored by HAPS 50:16 | Staying Connected If you cannot see or activate the audio player click here. Please take the anonymous survey: theAPprofessor.org/survey Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   When information overload occurs, pattern recognition is how to determine truth. (Marshall MacLuhan)   Pandemic Teaching 1 minute I need your help to spread the word! Can you please share the link below with THREE colleagues? It's best if one of these is the person who coordinates faculty professional development at your school. AND can you share at least one post on social media? (or re-share one of our posts about the book at @theAPprofessor or @LionTamersGuide ) Pandemic Teaching: A Survival Guide for College Faculty by Kevin Patton books2read.com/PandemicTeaching   Sponsored by AAA 1 minute A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Searchable transcript Captioned audiogram  Want some microscopic images to use in your course? Try the Virtual Microscopy Database (VMD)—free for AAA members and nonmembers alike! (just click the Resources tab) Check out the recent issue of Anatomical Sciences Education (ASE) focusing on remote teaching .(click the News & Journals tab) Don't forget—HAPS members get a deep discount on AAA membership!   Introducing Greg Crowther 1 minute Greg Crowther, Ph.D., is a faculty member at Everett Community College (near Seattle) and has training and experience in both human biology and teaching/learning. His publications on using content-rich songs for learning have been widely cited. Greg's voice has been heard on previous episodes of this podcast. Greg's STEM songs: https://faculty.washington.edu/crowther/Misc/Songs/ Episodes featuring Greg's music: Quickly Moving to Remote Delivery—The Musical | Bonus Episode 64b Kevin's Unofficial Guide to the HAPS Annual Conference | 2019 Edition | Episode 42 Promoting Academic Integrity in Our Course | Episode 25   Test Question Templates (TQTs) 18 minutes Greg Crowther begins by laying a foundation by chatting with Kevin Patton about content from recent episodes about retrieval practice. Greg then introduces his strategy involving Test Question Templates—or TQTs for short—which were recently described in a paper in the journal HAPS Educator. Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments (Greg Crowther's paper in HAPS Educator) my-ap.us/hapsEDApr20 Recent episodes about retrieval practice Simple Ideas for Pandemic Teaching | Episode 67 Revisiting Retrieval Practice | Episode 68   Sponsored by HAPI Online Graduate Program 1 minute The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers, especially for those who already have a graduate/professional degree. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you be your best in both on-campus and remote teaching. Kevin Patton is a faculty member in this program. Check it out! nycc.edu/hapi   Higher-Level Test Questions 27 minutes The conversation continues with a deep dive into how Test Question Templates work—and how we and our students can use them in teaching and learning. Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments (Greg Crowther's paper in HAPS Educator) my-ap.us/hapsEDApr20 Sponsored by HAPS 1 minute The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast.  You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Watch for virtual town hall meetings and upcoming regional meetings! Anatomy & Physiology Society theAPprofessor.org/haps   If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available in the transcript box. Listen to any episode on your Alexa device. Need help accessing resources locked behind a paywall? Check out this advice from Episode 32 to get what you need! https://youtu.be/JU_l76JGwVw?t=440   Tools & Resources  Amazon Text Expander Rev.com Snagit & Camtasia The A&P Professor Logo Items   Sponsors   Transcript and captions for this episode are supported by the  American Association for Anatomy. anatomy.org   The Human Anatomy & Physiology Society  aprovides marketing support for this podcast.  theAPprofessor.org/haps   Distribution of this episode is supported by  NYCC's online graduate program in  Human Anatomy & Physiology Instruction (HAPI)  nycc.edu/hapi   Clicking on sponsor links  helps let them know you appreciate their support of this podcast!   Follow The A&P Professor on  Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   The A&P Professor® and Lion Den® are registered trademarks of Lion Den Inc. (Kevin Patton)  

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Retrieval practice has strong evidence of its power in learning. Host Kevin Patton tells part of the story of his journey in making online retrieval practice a central part of his courses. Also, we reveal the new TAPP Journal Club with Krista Rompolski! Oh yeah—don't forget to share the new Pandemic Teaching eBook with colleagues. 00:52 | TAPP Journal Club with Krista Rompolski 03:14 | Sponsored by AAA 04:06 | Revisiting Retrieval Practice 07:32 | Sponsored by HAPI 08:36 | Open-book & Untimed & BEARS—oh my! 15:12 | Sponsored by HAPS 16:12 | Recipe for Success 20:14 | Sponsored by ADInstruments 21:35 | Mix Ingredients 28:36 | Icing & Decorations 33:21 | Pandemic Teaching Book (please share!) 34:56 | Staying Connected If you cannot see or activate the audio player click here. Please take the anonymous survey: theAPprofessor.org/survey Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times. (Bruce Lee)   New! TAPP Journal Club 2.5 minutes Krista Rompolski will soon be hosting a new segment: The A&P Professor Journal Club If you want a sneak peek, here's a journal article we'll likely be discussing in an upcoming episode The Effect of Content Delivery Style on Student Performance in Anatomy (article from Anatomical Science Education) my-ap.us/3fcLyAq Call in (or send in an audio file) with your comments on this article, and we may be able to include it in the TAPP Journal Club Peer review of this podcast I need to know which features are working for you and which are not. Please take FIVE minutes to give me some honest and constructive feedback in the anonymous survey from Podtrac (a "blind" third-party podcast-analysis firm): theAPprofessor.org/survey   Sponsored by AAA 1 minute A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Searchable transcript Captioned audiogram  Want some microscopic images to use in your course? Try the Virtual Microscopy Database (VMD)—free for AAA members and nonmembers alike! (just click the Resources tab) Don't forget—HAPS members get a deep discount on AAA membership!   Revisiting Retrieval Practice 3.5 minutes Retrieval practice was the topic of the very first episode of this podcast. Now it's time to revisit it. Spaced Retrieval Practice | Episode 1   Sponsored by HAPI Online Graduate Program 1 minute The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers, especially for those who already have a graduate/professional degree. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you be your best in both on-campus and remote teaching. Kevin Patton is a faculty member in this program. Check it out! nycc.edu/hapi   Open-book & Untimed & BEARS—oh my! 6.5 minutes Open-book, untimed tests, delivered online and only one question at time seems weird. It IS weird. But it works! Why Open-book Tests Deserve a Place in Your Courses (article from Faculty Focus) my-ap.us/2zSooiO   Sponsored by HAPS 1 minute The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast.  You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Watch for virtual town hall meetings and upcoming regional meetings! Anatomy & Physiology Society theAPprofessor.org/haps   Recipe for Success! 4 minutes Here's Kevin's recipe for making retrieval practice work for him. You can use it to create your own recipe, eh? Episode 56 Intro | TAPP Radio Preview (Word Dissection for formative and summative tests) Amplify Learning in Anatomy & Physiology | Episode 53 Understanding How We Learn – A Chat with Yana Weinstein & Megan Sumeracki | Episode 27 Test Frequency in the A&P Course | Episode 33   Offer from ADInstruments 1.5 minutes Episode sponsor ADInstruments is offering their  Lt online learning platform with content for laboratory solutions in physiology, anatomy, and biology free at this time to help professors get ready-to-go, quality online lab experiences quickly.

Science Summative Animal Behavior --- Send in a voice message: https://anchor.fm/miranda-gonzalez-zamora/message

In this episode, Dr. Colin Roche kicks off a series of episodes on the subject of Grading, Assessment, and Evaluations where he takes a long, hard, honest and uncensored look at the way we grade students in our schools today and report their learning progress. Most aspects of grading and reporting have been around forever and reflect traditions that have been a part of our education system since the early 1900's. Though these traditions are entrenched in our education culture and part of everyone's school experience, it doesn't mean that they work, are accurate, or are in the best interest for our students. In this first episode of the series, Dr. Roche defines and discusses formative and summative assessment, and why teachers first need to understand their uses before designing their assessment instruments. He goes on to describe why effective grades need to be accurate, meaningful, consistent and support learning, while reviewing the three underpinning issues of fairness, motivation and objectivity & professional judgement. A few of the many resources that influence our approach are the books, "On Your Mark" by Thomas Guskey, "A Repair Kit For Grading" by Ken O'Connor, and "Learner-Centered Assessment on College Campuses" by Mary Huba and Jann Freed. Hosted by Dr. Professor Chef Colin Roche, the show is available for free in any app that supports podcasts (iTunes, Spotify, etc.) or through this link: www.chefeducator.com If you find the show to be of interest, please be sure to subscribe and to share with all of your podcasting friends and teachers! We appreciate the support! SOCIAL MEDIA Email: DrProfessorChef@gmail.com Website: http://chefroche.com/ Facebook: https://www.facebook.com/DrProfessorChef Instagram: https://www.instagram.com/drprofessorchef/ YouTube: https://www.youtube.com/user/DrChefColin Twitter: https://twitter.com/ChefRocheThe Colony Hotel in Delray Beach Florida & Kennebunkport Mainewww.thecolonyhotel.comKendall Hunt Publishing - "Culinary Educators' Teaching Tools and Tips" book https://he.kendallhunt.com/product/culinary-educators-teaching-tools-and-tipsSupport the show (https://www.patreon.com/user?u=31815102)

A note from Ashley: This was recorded before all the schools began closing because of Covid-19. I hope you can still be inspired by what we share, an interview on feedback, a new game and new calm tip! But, I  understand if this is something you prefer to listen to later on. I will share this episode again when things are settled down. I will release a special edition #Covid19wl episode by Friday of this week. Featuring Meredith White, Diego Ojeda, Samara Spielberg and Stephanie Carbaneau. Thank you to everyone who has been sharing in this difficult time. Please let me know if you have other requests for the next few weeks. Best, Ashley Shownotes:   Play Inspired Trivia: Visit Wayside Publishing to answer the trivia questions and enter the prize drawing! Winners announced on Twitter. Welcome to Inspired Proficiency and thank you for joining us for episode 5 of season 2. As always, please tweet any takeaways and inspirations to #inspiredproficiency. Don’t forget that Ashley and her podcasts are also on Facebook in the group “Inspired Proficiency Teacher Collaboration” with lots of great ideas for the classroom. Ashley just returned from an amazing conference where Stephanie Carbonneau was named the Maine Teacher of the Year.  Congratulations Stephanie!  The Corona Virus is affecting us all. If you want to share out how it's affecting you, get on Twitter or Facebook and share your story! Stay healthy and try to be positive! Next week Ashley will put out a special Corona Virus Resources episode so stay tuned! Today’s Interview: Today Ashley talks with Joshua Cabral of World Language Classroom about Corrective Oral Feedback. Joshua presents at conferences and trains teachers in workshops as well as teaching French and Spanish to grades 1-8 in MA. Joshua is also a huge supporter of the podcast and Ashley is always excited to talk to him. He is doing a lot of traveling and presenting this year. He loves working with teachers and helping them learn and grow! Josh is a big fan of Starbucks, in case you hadn’t heard! Feedback Any information you provide to students to show them where they are on their language learning journey Feedback is supposed to help students move faster along the journey towards proficiency Grades and correcting are what we think of a lot as feedback but it doesn’t have to be JUST that THREE TYPES   Appreciation     Coaching     Evaluation   Indication of where they are right now Summative assessments (sometimes) Proficiency mindset means it's more about where they started and where they want to go and where they are currently and the student is participating in setting these goals There’s always room for more goals How do we choose what to give feedback on? Errors are when a student has not acquired this skill yet, they’re guessing Mistakes are when they HAVE acquired it, but they have an inaccuracy in the moment Mistakes are more likely to happen in the moment (speaking) but less likely if students have time to think it through properly (writing) FOCUS ON FIXING MISTAKES, not errors Clarification requests Avoid the native language as much as possible, keep it communicative in the target language Take a part of the incorrect sentence and focus on it with a pause or a rephrase to see if they really have acquired it or not to see if they can correct their mistake or if you need to provide more input for their error Similar to clarifying with a question Starting the sentence again for the student to repeat with a new order or new mindset, they might be able to fix their mistake again Changing SOMETHING about it might help them realize they made a mistake and they can have another opportunity Might be as simple as adding a pronoun they weren’t using, or it could be more complex related to tense Keep the communication going, avoid the native language Elicitation Repeat the sentence back, stress the inaccuracy It's very likely that a student will be higher at reading and listening than they are at speaking and writing so they will hear the mistake themselves and THEN be able to fix their error after hearing it repeated and stressed Repetition It all goes back to the modes where interpersonally they might be lower in their proficiency level, but interpretively they are higher and can now notice the mistake Recast is saying the correct form for the student Embedded means recasting the correct way but stretching it to add more information to keep the conversation going Very personalized feedback  Can be challenging for the ENTIRE class Embedded recast Maybe do it in stations so you can work with small groups Tips for teachers Take a couple days and listen to EVERYTHING students say and practice in your head to see if you can tell the difference between a mistake and an error. THEN stop correcting the errors and focus on the mistakes. Once you’ve had your practice, pick ONE type of feedback to try first. Start small so you’re not overwhelmed and then work your way through all four! Game Segment with Sarah Breckley: Musical Story Chairs Calm Segment with Julie Speno: Yoga/ Tai Chi Resources and links mentioned on the show: Stephanie Carbonneau On Twitter @MmeCarbonneau, Maine Teacher of the Year Larsen, Freeman, and Long researchers Jennifer Gonzalez article “Your Rubric is a Hot Mess; Here’s How to Fix it” Cult of Pedagogy podcast and blog by Jennifer Gonzalez, Single Point Rubrics Detailed notes at www.deskfree.wordpress.com Yoga with Elmo in Spanish Smile and Learn in Spanish and French Guests: Joshua Cabral on Twitter @wlclassroom, on Instagram @wlclassroom, and his website and TPT store Sarah Breckley on Twitter @SarahBreckley and her blog Julie Speno on Twitter @MundoDePepita and her blog

From work to education, much of what we do is measured in individual achievement and assessment of individual outcomes. Job performance, grade-point averages, final examinations, so many things are individually based. For some time now, collaboration has become much more important and group-based work the norm. But we really haven’t figured out how to assess group effort apart from the sum of individual efforts. In my experience, group assessments run up against some very strong barriers. Can we overcome them? Perhaps one experience from my educational background provides a baby step forward.

Episode 82 of The Teaching Space Podcast explores four methods for formative assessment. Introduction It’s another back to basics episode today. We’re exploring a few of my favourite formative assessment methods. Formative Versus Summative Assessment As a little ‘revision’ let’s distinguish between formative and summative assessment. Formative assessment is known as ‘assessment for learning'. It is consists of informal assessment methods, usually devised by the teacher or trainer, to check learning is happening during the teaching session. It is designed to generate feedback on progress and ultimately is a way to check that learners are ready for their summative assessment. We will be exploring some formative assessment methods in this episode. Summative assessment is known as ‘assessment of learning'. It is generally formal and often created by an awarding organisation, but not always. It occurs at the end of a course or unit of learning to check whether sufficient learning has happened to award a qualification, certificate or credits. The assessment is measured against set assessment criteria. Summative assessment methods include exams, assignments, practical activities and professional discussions. Methods Versus Tools I believe there is a distinction to be made between ‘methods' and 'tools' when it comes to assessment. Think about methods first. A method is a general approach to assessing such as observation of practice. A tool is something supporting that method such as recording something you observe on your mobile device. Questioning is a method, question cards are a tool. Focus on methods before tools to ensure you are picking the right approach. This episode is ‘method’ focussed but I will also share some tools for you to explore. Four Formative Assessment Methods Discussion and Questioning I work with adult learners and they love discussion. It's a great way, particularly when combined with effective questioning, to check for learning. However, one of the downsides to using discussion for formative assessment is that some learners might not get a look in. Discussions can be dominated by just a few learners. One way you can use questioning to involve more learners in discussion is the ‘pose, pause, pounce, bounce’ method. You can create smaller groups for discussions, then ask learners to number themselves and pick a number at random to decide who reports back to the group. Think > Pair > Share is another more inclusive method for questioning and discussion. The app Equity Maps is an interesting approach to tracking (and recording if needed) your group’s participation in discussion. Quiz A quiz is a lower-stakes version of a test. I tend to use quizzes to check what people have remembered from a previous session. My sessions are usually a week apart and often a week is long enough for learners to have forgotten certain details. I’m therefore using a quiz as a form of retrieval practice. I’ve tried lots of different quiz tools with my learners. Because they are trainee teachers I make a point of testing tools with them and getting feedback. They teach a wide range of learners so I can try out things that are not always age appropriate for them, but might be for their learners. In terms of tech tools, up until recently, I used Kahoot, conscious that it divided opinion. I always added the timer to questions and the ‘fastest finger first’ approach always led to an interesting discussion about whether it was an accurate formative assessment tool or not. More recently, I have discovered Quizizz. Quizizz solves a lot of Kahoot’s problems (for my learners). For starters, you can participate without having to read quiz questions off the main board/screen. Also, questions can be mixed up for each learner. A non-tech alternative quiz tool would be a set of mini-whiteboards. If you don’t have a budget then consider making your own. A low-tech alternative, requiring only one device, is Plickers. Peer Assessment Peer assessment is a fantastic formative assessment method, although there are a few things it is important to remember before you introduce it to your group: Learners should be giving each other feedback as opposed to grading each other’s work. Learners must be taught how to give constructive feedback - don't just assume they know what to do. The ladder of feedback can be a useful way to approach peer feedback. Learners will need an understanding of any criteria to consider or what 'good looks like’. A model answer or rubric can be helpful here. You might need to pair learners strategically. A peer assessment roundabout can work well - this is where learners are in groups of four and pass each other’s work around to check. Also, consider introducing a self-assessment stage before you get to peer assessment. Coded Feedback I’m exploring coded feedback this year because I spend an unsustainable amount of time writing formative feedback on assignments. I give learners formative feedback on their written work via comments in Google Classroom. Using codes is a new approach for me so I cannot report on its effectiveness yet - this might be something I dedicate a whole episode to in the future! I have created a simple code by analysing feedback I have frequently given on previous assignments. I have distinguished between comments that require action and comments that do not, in my coding. I’ll report back on progress. Incidentally, if this is not for you and you already use Google Classroom, there is a comment bank facility built in. I find too many clicks are required for this to be time-efficient. Wrap Up I hope today’s episode has been helpful. If you'd like more of these ‘back to basics’ episodes then please let me know. Equally, if it is not your thing, it would be good to hear from you. I want to create the episodes you want to hear. Support the Show If you have enjoyed this episode please consider supporting the show by making a small donation towards the running costs on my Ko-fi page which you can find at ko-fi.com/theteachingspace. Alternatively, please consider leaving a review on Apple Podcasts or whether you listen to the show. Thank you. Questions? Comments? If you have any questions about this episode or thoughts you’d like to share please join The Teaching Space Community: community.theteachingspace.com. At the time of recording, the community is free to join. It’s just launched so I’m very keen to get some members in there to test it out and give me some feedback. The show notes for this episode include any links I’ve mentioned; you can find them at theteachingspace.com. Thanks for listening and I hope you’ll join me for the next episode.

Listen to MASSP Associate Director, Steve Seward, and remember…it’s all about the conversation! As you think about your leadership and the ways to build a collaborative learning environment through the evaluation process, begin by thinking about your ultimate goal. If your goal is to build trust, thinking, and self-directed learning, calibration is necessary. By engaging others in reflection, and purposeful interactions, reciprocal learning and ownership will result.

 It's Groundhog's Day!!  Biz is out for this episode, so Sara Bosse, Math Coach at Beville Middle, joins Brian to discuss a certain tweet about Digital Equity, Microsoft Teams, and Summative versus Formative Assessments.  

What if we use failure to help our students develop more of a growth mindset and teach them how to take risks? Join me in this episode, and we look at strategies that you can use in your classroom to help your students to fail more often and be comfortable with failing, so that they can develop grit, perseverance, and handwork.    

FUnny

Writing comes with it's own unique challenges when it comes to assessment and evaluation. In this episode, we will chat about what writing looks like in the classroom and how I work with students throughout the learning process to assess their writing both through formative and summative assessment tasks all while utilizing the triangulation of data.

Douamont Ossuary

Episode 013 How To Ace Your Fitness Course Practical Assessment Here’s what we talked about on today’s FitPro Sessions Podcast In today’s FitPro Session podcast episode, Neale and I explore the Level 2 and Level 3 Fitness Course Practical Assessment and give you clear tips and advice so you can ace it first time. Below the video, you can grab the show notes and timestamps for the podcast episode as well as 11 tips to ace your fitness course practical assessment. Click the PLAY button below to listen to the entire episode Grab the FitPro Sessions Podcast show notes: https://parallelcoaching.co.uk/episode013-fitness-course-practical-assessment Timestamps: 1:00 What makes a great assessment day for you as the assessor? 2:00 Understanding the assessment paperwork – there is no guessing 2:40 What’s the difference between Summative and Formative assessments? 3:40 Looking at the summative checklist (see image below) 4:30 Using the IDEA principle to add structure to your instructing 5:00 Applying this to a video submission practical assessment 5:30 Being planned allows you to relax and have enough time 6:40 “Repetition is the mother of all skill” 7:00 Using the paperwork to plan in advance 8:40 What is meant by Safe and Effective 10:35 “It’s not a memory test” 11:00 Warm yourself up 12:30 Doing a reccy of the gym 14:00 Plan the first 4 mins and practice it a lot to reduce anxiety

A brief preview of the upcoming full episode, featuring upcoming topics (macrophages in joints, sugared RNA, lab models, and more on scoring misspellings)—plus word dissections, a book club recommendation (The Miniature Guide to Critical Thinking Concepts and Tools), and more! 00:19 | Topics 01:24 | Sponsored by HAPI Online Graduate Program 01:53 | Word Dissection 18:36 | Sponsored by HAPS 18:57 | Book Club 21:00 | Sponsored by AAA 21:16 | Staying Connected If you cannot see or activate the audio player click here. Questions & Feedback: 1-833-LION-DEN (1-833-546-6336) Follow The A&P Professor on Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram! Upcoming Topics 1 minute Update on new type of RNA called glycoRNA Update on barrier macrophages in joints Safely labeling anatomy models for lab practicals Continuing the conversation about grading misspellings Sponsored by HAPI Online Graduate Program 0.5 minute The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you power up  your teaching. Kevin Patton is a faculty member in this program. Check it out! nycc.edu/hapi Word Dissections 16.5 minutes formative, summative (lab) practical rheumatoid arthritis (RA) Y RNA glycan oligosaccharide, monosaccharide N-glycan, O-glycan glycosylation   Sponsored by HAPS 0.5 minute The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast.  You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. There are a bunch of 1-day regional workshops scattered all over the continent. There's probably one near you coming up this year (or next)! Anatomy & Physiology Society theAPprofessor.org/haps Book Club 2 minutes The Miniature Guide to Critical Thinking by Richard Paul, Linda Elder amzn.to/2QjIGYN Special opportunity Contribute YOUR book recommendation for A&P teachers! First five submitted and used will be in a drawing for a Kindle Fire HD 10 tablet amzn.to/2WwLZvb Any contribution used will receive a $25 gift certificate The best contribution is one that you have recorded in your own voice (or in a voicemail at 1-833-LION-DEN) Check out The A&P Professor Book Club Sponsored by AAA 0.5 minutes   A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org. Searchable transcript Captioned audiogram    If the hyperlinks here are not active, go to TAPPradio.org to find the episode page. More details at the episode page. Transcript available at the script page. Listen to any episode on your Alexa device. Need help accessing resources locked behind a paywall? Check out this advice from Episode 32 to get what you need! https://youtu.be/JU_l76JGwVw?t=440   Tools & Resources  Amazon TextExpander Rev.com Snagit & Camtasia The A&P Professor Logo Items   Sponsors   Transcript and captions for this episode are supported by the  American Association for Anatomy. anatomy.org   The Human Anatomy & Physiology Society  also provides marketing support for this podcast.  theAPprofessor.org/haps   Distribution of this episode is supported by  NYCC's online graduate program in  Human Anatomy & Physiology Instruction (HAPI)  nycc.edu/hapi   Clicking on sponsor links  helps let them know you appreciate their support of this podcast!   Follow The A&P Professor on  Twitter, Facebook, Blogger, Nuzzel, Tumblr, or Instagram!   The A&P Professor® and Lion Den® are registered trademarks of Lion Den Inc. (Kevin Patton)  

In this interview we talk to the renowned Dylan Wiliam on the subject of formative assessment. --- Support this podcast: https://anchor.fm/nathaniel-hansford/support

In this interview we talk to the renowned Dylan Wiliam on the subject of formative assessment.

This is my summative for Contemporary Nonfiction about Self-Improvement. Enjoy.

Per. 5 English 11 Summative.

English Class Project for "Why The Caged Bird Sings"

Overview: In this episode of EMRA*Cast, Dr. Jessie Werner discusses medical education with researcher and educator, Dr. Jeff Riddell. We cover adult learning theory, the current state of medical education and new developments. If you’re wondering where the CCC report came from, how to give and receive better on-shift feedback, and what we can do to improve medical education, then this episode is for you! Key Resources:   Norman, Geoffrey R. "The adult learner: a mythical species." Academic medicine (1999). Gottlieb, Michael, Jeff Riddell, and Sara E. Crager. "Alternatives to the conference status quo: Addressing the learning needs of emergency medicine residents." Annals of emergency medicine 4.68 (2016): 423-430. Telio, Summer, Rola Ajjawi, and Glenn Regehr. "The “educational alliance” as a framework for reconceptualizing feedback in medical education." Academic Medicine 90.5 (2015): 609-614. Telio, Summer, Glenn Regehr, and Rola Ajjawi. "Feedback and the educational alliance: examining credibility judgements and their consequences." Medical education 50.9 (2016): 933-942.   Key Points: Adult Learning Theory:  Malcom Knowles’ Theory of Andragogy has 5 main assumptions: Adults are self-directed learners Adults learn experientially Adults approach learning based on tasks and social roles (adults want to know what they NEED to know) Adults approach learning as problem-solving Adults are intrinsically motivated to learn Geoffrey Norman argues against these ideas as being largely untested Adults and kids are actually more similar than different in how they learn When asking a question, or “pimping,” make sure you come at it with the right intent so as not to alienate learners. That being said, emotional activation (a little fear) can help you learn, as can the practice of retrieval (remembering) “Flipped Classroom”: lecture material is learned at home, asynchronously, and reviewed in conference “Interleaving”: mixing up topics rather than blocked topics i.e. when talking about pulmonary embolism you address it in multiple ways and emphasize varying concepts so that learners remember multiple aspects about it and how it ties in with various presentations or alternate diagnoses (not all PEs present with pleuritic chest pain!)    Feedback:   Formative: designed to help the resident improve (given directly to the resident in the moment) Summative: a summary of how the resident is doing overall (this is usually in your CCC report or an evaluation you see 6 months later) The Educational Alliance: Residents make credibility judgments about feedback in the context of a relationship (i.e. if you have a relationship with your resident then the feedback goes over better) Directions of Graduate Medical Education Technology is going to play a big role! There are a lot of resources out there now. Curating those resources will be important! Educational resources are not just in textbooks or from large academic centers. FOAMed, podcasts, blogs, etc are coming from multiple places. 

What’s the difference between formative and summative work? How can that impact students? Join me as I quickly chat about what formative and summative work looks like in my classroom. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/hannah-wedger/support

The purpose of this study was to explore how expert assessors process and construe or bring meaning to narrative data when interpreting narrative assessment comments written by others in the setting of standardised performance assessment. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.13924

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Jiani Shi

When do you use a formative assessment and when do you use a summative assessment? Becky has three key questions you need to ask to decide which one to use. Purchase Becky's new book here: http://store.bobpikegroup.com/bk-creative-training-a-train-the-trainer-field-guide/ Podcast available on iTunes here:  https://itunes.apple.com/us/podcast/creative-training-techniques/id862555469?mt=2 And on the web here: http://www.bobpikegroup.com/Resources/podcasts-and-videos

English summative

This podcast is a sit with my younger sister. We talk about the book The Break, written by Katherena Vermette, and we discuss and discover deeper meanings within the story. Enjoy!

This podcast is about how we can overcome the racism in our society.

A detailed podcast about the book Liar by Justine F. By your host Tianna Campbell

The Things They Carried Analysis :)!

Animal farm podcast (Happy Bitthday)

slatt

This episode will include a summary of the text, an essential question with my answer to it, how the novel added to my understanding of indigenous issues, and finally an interview with Sean who also read the book.

This podcast goes in depth talking about the essential question “Does conflict lead to change”.

Now that states have written engineering into K-12 science and technology learning standards, more institutions are thinking about how to run standardized tests in the subject. The educational assessments organization ETS is one institution interested in an in-depth, fair, and large-scale assessment for engineering learning. Deb Brockway, Senior Research Associate at ETS, talks about some of her work in this area, especially in engineering design. She describes a current research project to assess students as they work together designing in a virtual environment. Related to this episode: • ETS Assessments Development: https://www.ets.org/k12/capabilities/assessment-development/ • Deb Brockway's email at ETS: dbrockway@ets.org • Example pyrotechnics products for airbags: http://www.specialdevices.com/automotive.htm • Blended Learning on Edutopia: https://www.edutopia.org/blogs/tag/blended-learning • Summative vs. formative assessments: http://www.edudemic.com/summative-and-formative-assessments/ • “Collect Water in a Solar Still”: https://www.desertusa.com/desert-people/water-solar-still.html • SXSW Edu Conference: https://www.sxswedu.com/ • Next Generation Science Standards (NGSS): http://www.nextgenscience.org/ • NAEP Technology and Engineering Literacy (TEL) Assessment: https://nces.ed.gov/nationsreportcard/tel/ Our closing music is “Yes And” by Steve Combs, used under a Creative Commons Attribution License: https://creativecommons.org/licenses/by/4.0/ Subscribe and find more podcast information at: http://www.k12engineering.net. Support Pios Labs with regular donations on Patreon: https://www.patreon.com/pioslabs, or send one-time contributions by buying us coffee: https://ko-fi.com/pioslabs. Thanks to our donors and listeners for making the show possible. The K12 Engineering Education Podcast is a production of Pios Labs: http://www.pioslabs.com.

In this episode of AskTheTechCoach, we look at Formative Assessment Tools that can be used in the classroom. This week we were asked about different kinds of online assessment tools teachers can use besides websites such as Discovery Education, PBS, etc. for Science? Formative vs Summative Assessments When we discuss assessment tools, we have to look at both Formative and Summative assessments. Formative Assessments are used throughout a unit to help teachers measure individual student learning and adjust as needed. Summative assessments are usually the test at the end. I often wonder if a student does poorly, shouldn’t we then use it as a formative assessment? Tech Tools as Assessment Tools There are many tech tools to help teachers monitor and adjust teaching and learning. Some of the overall favorites are: (https://getkahoot.com/) is a fun interactive game based learning platform that allows the teacher to assess student learning. Students can use any device (desktop, laptop, chromebook, tablet, or phone) to log-in and take a quiz. One important note is to have students use their real name for tracking data. I personally enjoy when students create their own game using the material. The only downside may be that the answers are timed based. (http://quizizz.com/) is very similar to Kahoot as it is also a game based learning platform. The only real difference is Kahoot tends to be teacher-led and Quizzizz is student-led. Students are able to go at their own pace to answer questions. (https://goformative.com/) is another great tool a teacher can use collect formative assessment data quickly and easily. This tool allows the teacher to create a quiz or exit ticket. The questions even allow for a quick draw feature. The teacher can monitor as students are completing the quiz and we can even organize into different classes. (https://plickers.com/) is an amazing tool if you are low on student devices. All you have to do is log-in, print out a set of placards, and add your classes. Each student will be given a numbered placard. Now all you have to do is ask a question, let the students respond by holding up the placard, and then use the camera and plicker app start to record student answers. (https://edpuzzle.com/) : if you are someone who uses videos in their class, this a great tool for you. Edpuzzle allows you to add any YouTube video to it site. Then you can make the video stop, add questions, or add voice overs. The teacher will receive how the students did while watching the video. Whether you are flipping your class or just using in your classroom, we can collect a plethora of data from using Edpuzzle. (https://www.polleverywhere.com/) is a quicktool that allows you to poll your students to check for understanding. Students will answer in real time and the teacher will see the results live. You can then take your answers and place them in a word cloud. No matter your content area, teachers must use assessment tools to track student growth and progress. There are tons of tech tools you can use collect assessment data. If you have a tool that you use please let us know at #AsktheTechCoach. What do you think educators?On this episode of Ask The Tech Coach, we examine some of the most popular online assessment tools available for your classroom. Join Jeff and Rob as we discuss this hot topic of digital learning. What does that mean??? Hit the play button and check it out today! Don’t forget to  subscribe to us in iTunes (http://target.georiot.com/Proxy.ashx?TSID=13845&GR_URL=https%3A%2F%2Fitunes.apple.com%2Fus%2Fpodcast%2Fask-the-tech-coach%2Fid1067586243%3Fmt%3D2) . About Ask The Tech CoachAsk the Tech Coach is a new podcast from the TeacherCast Educational Broadcasting Network hosted by Jeff Bradbury. If you have a question … simply #AskTheTechCoach. Email Us: feedback@teachercast.net Voicemail:  TeacherCast.net/Voicemail...

In this episode we talk about what is the purpose of assessment in education, what types of assessment are out there, and do assessments accomplish their 'purpose', whatever that might mean. Assessment is a lot more than a standardized test. Episode 2: Assessment and The Cheesecake Factory by Tim Pope Chez Assessment is one of the most popular restaurants in the K12 neighborhood.  Although it claims to be a family-friendly restaurant, how much of the menu do you understand?  There’s not even a kid’s menu.  With all of the complaints, how does the place stay open? Just like fast-food joints, most people think schools eat there too much and it’s not good for you (if you believe the research, up to a third of a school’s time is spent there). Just like a hipster, gastropub joint, most people cannot understand the menu. Just like The Cheesecake Factory, the menu is so long, how is a school supposed to know what to order. Just like the seedy-looking greasy spoon down the road, most people want to avoid it because they heard others have gotten sick eating there. Some parents think it is so bad they keep their kids at home when they hear another trip to Chez Assessment is coming. Toeing the line of stretching a metaphor too thin, assessment does have a lot in common with The Cheesecake Factory. All of the items on the restaurant menu were put there to meet a particular need or desire.  But there are lots of different tastes and the Factory tries to meet them all. Quality food is difficult to make, yet a franchise restaurant such as The Cheesecake Factory has to scale their methods to hundreds of restaurants. If you want customers, the prices need to be affordable. Just like the menu at Cheesecake Factory, the assessment industry struggles because there are too many goals being met, too large a desire to answer complex learning questions with a simple answer, and good assessment costs money most schools, districts, and states do not have. Schools want to use assessments for a myriad of questions.  While these are all important questions, standardized assessments are better at some of these than others. What have students learned?  Where might they be behind in their learning? Are teachers quality instructors? Will a student succeed in college? Which schools provide a better education? Are students prepared for the next unit in the course, the next course, grade level, college? These are all challenging, yet important questions.  Yet many of us who care deeply about the questions do not have the time or expertise to understand the complex answers to these complex problems.  The local realtor wants to be able to say “The schools here are the best in the region.”  Administrators want to say “Our teachers improve student learning.”  Parents want to know their children are learning what they need for success in college and career.  These answers would be best in book form, not as a number from 1-100 or a grade from A-F. Answering these questions in a valid and reliable way is not cheap.  “Bubble” tests would be replaced with collections of student work, open-ended tasks with multiple correct “answers”, and computer-adaptive testing.  The entire menu of Chez Assessment wants to move in this direction but do districts and states (mostly states) want authentic assessment enough to pay substantially more for it. I assert most people would say The Cheesecake Factory is a good, but not great restaurant.  Some cheesecake lovers probably believe it’s the best place ever.  Others probably find it to be generic and overwhelming with a plethora of better ideas for a restaurant.  So it is with assessment.  The current menu is the best attempt to answer good questions with answers in the format the community wants and at a price tag the community is willing to pay.  

Summative assessment, formative assessment, mastery, individual growth, what is the best way to measure student progress? Discuss it at #commoncore and #CCSS Follow: @Eduflack @dgburris @kastidham @davidyo333 @bamradionetwork David Young is assistant superintendent in Boyle County Schools, in south central Kentucky, a teacher for 7 years, a principal for 4 years, and has been in my current role for 5 years. Kelly Stidham has been learning math alongside students for a decade. Also a coach at the building, regional and state level, she now serves as an effectiveness coach supporting LDC, MDC and teacher growth for the Kentucky Department of Education. Jason Mendenhall is the Vice President of Publishing at Northwest Evaluation Association (NWEA); previously a secondary and post-secondary educator. Patrick Riccards has been a communications and policy expert for 20 years. Darren Burris is a member of the state's Model Curriculum Development Team.

Bonni Stachowiak: Teaching in Higher Ed Bonni Stachowiak is the host of the Teaching in Higher Ed podcast, a professor of business and management at Vanguard University, and my life partner. Prior to her academic career, Bonni was a human resources consultant and executive officer for a publicly traded company. She joins me monthly to respond to listener questions. Be sure to align with the organization's mission, vision, and goals: Requires that you have at least a basic understanding of strategy (long-term planning). There are many approaches to strategy. A good person to know about in the area of creating competitive advantage is Michael Porter. Steps to needs analysis: Determine the problem(s) by finding a key business lever that will make a big impact on the organization if it gets fixed/improved. People pay more attention to fixing problems than they do to making improvements. Affirm that the problem really is the problem (work with stakeholders to see if there is consensus on the key problem(s); engage at all levels of the organization, as there can often be a disconnect between senior management and the line staff who typically engage directly with customers). Develop solutions - training is not always the solution, though people tend to go to it as an "easier" way of addressing deeply rooted cultural issues. Two broad types of evaluation: Formative: satisfaction with the training itself. It is the most common form of evaluation conducted since it is the easiest and least expensive way to assess. Summative: extent to which real change has occurred. This is the least common form of evaluation conducted because it is hardest and most expensive - but most important for determining whether ROI has occurred (Jack Phillips is a good person to read on the subject of training ROI). Kirkpatrick's Four Levels of Evaluation (Kirkpatrick is considered the "father" of training evaluation): Reaction: people's reaction to the training; did they like it or not? Learning: what knowledge was gained as a result of the training; what did people learn? Behavior: the extent to which behavior was changed as a result of the training; what's different now? Results: real and lasting change that occurred as a result of the training; what results have been achieved? Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Bonni Stachowiak: Teaching in Higher Ed Bonni Stachowiak is the host of the Teaching in Higher Ed podcast, a professor of business and management at Vanguard University, and my life partner. Prior to her academic career, Bonni was a human resources consultant and executive officer for a publicly traded company. She joins me monthly to respond to listener questions. Be sure to align with the organization's mission, vision, and goals: Requires that you have at least a basic understanding of strategy (long-term planning). There are many approaches to strategy. A good person to know about in the area of creating competitive advantage is Michael Porter. Steps to needs analysis: Determine the problem(s) by finding a key business lever that will make a big impact on the organization if it gets fixed/improved. People pay more attention to fixing problems than they do to making improvements. Affirm that the problem really is the problem (work with stakeholders to see if there is consensus on the key problem(s); engage at all levels of the organization, as there can often be a disconnect between senior management and the line staff who typically engage directly with customers). Develop solutions - training is not always the solution, though people tend to go to it as an "easier" way of addressing deeply rooted cultural issues. Two broad types of evaluation: Formative: satisfaction with the training itself. It is the most common form of evaluation conducted since it is the easiest and least expensive way to assess. Summative: extent to which real change has occurred. This is the least common form of evaluation conducted because it is hardest and most expensive - but most important for determining whether ROI has occurred (Jack Phillips is a good person to read on the subject of training ROI). Kirkpatrick's Four Levels of Evaluation (Kirkpatrick is considered the "father" of training evaluation): Reaction: people's reaction to the training; did they like it or not? Learning: what knowledge was gained as a result of the training; what did people learn? Behavior: the extent to which behavior was changed as a result of the training; what's different now? Results: real and lasting change that occurred as a result of the training; what results have been achieved? Discover More Activate your free membership for full access to the entire library of interviews since 2011, searchable by topic.

Rigorous expectations yield impressive results at New York's School of the Future, where regular assessments help keep students on track, and teachers strive to tap into students' true interests to bring out their best work.

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