Volume, Issue - Date:
Volume 18, Issue 2 - July 2014Author(s):
Heng Luo, John A. Dutton E-Education Institute, Pennsylvania State University Anthony C. Robinson, Pennsylvania State University
Jae-Young Park, Pennsylvania State University
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Create, Innovate & Evaluate in Higher Education
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All about Educational Innovation, new tools & trends, MOOCs in Higher Education
Curated by
Alfredo Corell
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Scoop.it!
"The difference between assessment of learning and assessment for learning is a crucial one, in many ways indicative of an important shift in education. Traditionally, tests have told teachers and parents how a student “does,” then offers a very accessible point of data (usually percentage correct and subsequent letter grade) that is reported to parents as a performance indicator." Via Beth Dichter
Alfredo Corell's insight:
The 5 keys: * Shared learning expectations * Eliciting evidence * Feedback * Self assessment * Peer assessment 
Jeffrey Burk's curator insight,
September 30, 2013 9:29 AM
Interesting article on assessment strategies. 
Aunty Alice's curator insight,
October 6, 2013 8:40 PM
I have practiced a system that covers four of the 5 key strategies for many years starting at five years of age. I would not teach any other way. With this kind of assessment students after seven years of age can lead parent teacher conferences with ease and confidence. Had a dad in tears once who confessed it was the first time his son had talked meaningfully to him about his learning. Then I was in tears too....
Aunty Alice's curator insight,
November 21, 2013 8:03 PM
A good little diagram but it does not address the issue of how to do it..it requires modelling, first by the teacher, then slowly devolving the responsibility to the learner, and focus on one subject area at a time e.g. Literacy . In my experience it also requires set aside time with each student to assess together, recording what has been discussed so it is not forgotten. I am talking about elementary learners here.. |
download pdf: http://onlinelearningconsortium.org/sites/default/files/429-2286-1-LE.pdf
Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1,825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading, as well as its perceived effects on students’ MOOC learning experience. The empirical findings provide evidence that the aggregate of student graders can provide peer grading scores fairly consistent and highly similar to instructor grading scores. Student survey responses also indicate peer grading activities to be well received by a majority of MOOC students, who believe it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.