The Most Helpful Tool on Blackboard 2013
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This document discusses using the self and peer assessment tool on Blackboard. It begins with introductions of the presenters and background on their school. They then discuss the benefits of self and peer assessment, including students gaining a stronger understanding of expectations. They provide examples of how they have used the tool for questions in 6th and 8th grade classes. Their results showed students were more engaged in criteria and understanding expectations. They conclude by offering guidance on using the tool and providing helpful links for additional information.
The Most Helpful Tool on Blackboard 2013
- 1. THE MOST IMPORTANT TOOL ON BLACKBOARD Self and Peer Assessment JENNY DIXON, 6TH Grade ELA Teacher JOLIE ROUSSEL, 8TH Grade ELA Teacher Dutchtown Middle School Ascension Parish BayouBug 2013
- 2. About Me Jenny Dixon 6th Grade ELA Teacher Dutchtown Middle School jennifer.dixon@apsb.org I have used Blackboard for three years. Jolie Roussel 8th Grade ELA Teacher Dutchtown Middle School jolie.roussel@apsb.org I have used Blackboard for two years.
- 3. About Dutchtown Middle School Built in 1936 First classroom outfitted with dial-up Internet connection in 1995 1:1 Initiative and Blackboard implemented in 2010. DMS projected to be 100% 1:1 by the 2014-2015 school year.
- 4. TIPS AND TRICKS ON USING THE SELF AND PEER EVALUATION TOOL ON BLACKBOARD. WHAT WE ARE GOING TO LEARN TODAY
- 5. Self-assessment is more accurately defined as a process by which students 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills. McMillan and Hearn (2008) THE SELF ASSESSMENT & PEER ASSESSMENT TOOL
- 6. OUR CHALLENGE Level of Implementation Establishing Criteria Teaching Students How to Apply Criteria Providing Feedback to Students on Application of Criteria Setting Learning Goals and Strategies Beginning Criteria given to students for their reaction Examples of applying criteria given to students Teacher provides feedback Goals and strategies determined by teacher Intermediate Students select criteria from a menu of possibilities Teacher describes how to apply criteria Feedback provided by both teacher and students A menu of goals and strategies is provided by the teacher Full Students generate criteria Teacher models how criteria apply Teacher engages students in justifying feedback Student constructs goals and strategies Stage 1 Stage 2 Stage 3 Stage 4 McMillan and Hearn (2008)
- 7. Students must have a clear expectations of the task at hand in order to successfully assess the work of his or her peers. PEER ASSESSMENT
- 8. Question Criteria Submission Time Frame Evaluation Time Frame THE SELF AND PEER EVALUATION TOOL
- 9. 6th Grade Question Beginning of the Year QUESTION WHAT IS YOUR FAVORITE GENRE? CRITERIA (How is the question being assessed?) 1. Is the question answered using a complete sentence? 2. Did the author explain his or her reasoning?
- 10. 6th Grade Question iLeap Practice During the California Gold Rush of 1849, the worlds supply of gold more than doubled, and hundreds of thousands of people rushed to California to find their share. Boom-towns popped up to accommodate the visitors. A boom-town is a community that receives sudden and explosive growth and development. San Francisco had around two-hundred residents in 1846, and about 36,000 in 1852. The few merchants in these boom-towns sold goods for more than ten times what they cost back East. For example, a single pound of flower sold for as much as $17. Not everyone who joined in the California Gold Rush got rich, but most of the boomtown merchants did. Why were boomtown merchants able to sell their products for so much money? How do you know this? Use evidence from the passage to support your answer.
- 11. Compare and contrast Paul Reveres Ride with The Star Spangled Banner. Provide details from both texts to support your answer. Criteria: Likeness with detail from each text. Difference with detail from each text. Complete sentences 8th Grade Question Beginning of the Year
- 12. 8th Grade Question End of Year/LEAP Practice Task: Students studying Civil War in Social Studies (background info) Read O Captain! My Captain! by Walt Whitman & Whitman Bio in ELA View dramatic reading Listen to dramatic reading while reading along, paying attention to punctuation and impact. Criteria: 12-point-rubric Content (One Passage): Central Idea, Development, and Organization Style: Word Choice, Sentence Fluency, and Voice Writing Conventions: Sentence Formation, Usage, Mechanic
- 13. Younger grades - Start with a paper and pencil activity Inference Activity Tips and Tricks
- 14. ALL subject areas can engage in constructed response ELA: Writing prompts (12-, 4-, and 2-point rubrics) Science: Writing prompts similar to standardized tests Social Studies: Writing prompts similar to standardized tests Math: Explanation of steps to solve, constructed response questions similar to those on standardized tests Art: Critiques of art HERE IS HOW WE USED THE PEER & SELF EVALUATION TOOL
- 15. Students were engaged and actively considering criteria, rather than passively accepting their grades Students gained a stronger understanding of expectations OUR RESULTS
- 16. http://youtu.be/x_G1QzCPrL4 Self and Peer Assessment Building Block WHAT DOES THIS TOOL LIKE?
- 17. If you have an active Blackboard class (we still do from last year), feel free to create a prompt using the self and peer evaluation tool. DO THIS NEXT
- 18. http://bbhelp.cit.cornell.edu/peer-assessment/ (click on vendor documentation) http://www.slideshare.net/thomasrobbbsu/self-and- peer-assessments-in-blackboard-9 http://www.youtube.com/watch?v=uz5GS_eh2Vs http://www.louisianabelieves.com/resources/library/a ssessment Helpful Links
- 19. McMillan, James H., and Hearn, Jessica. "Student Self- Assessment: The Key to Stronger Student Motivation and Higher Achievement." Educational Horizons 87.N1 (2008): 40-49. Print. REFERENCE
- 20. Please remember to visit our blog for copies of our presentation and resources. http://dmsiteam.blogspot.com/ THANK YOU!
Editor's Notes
- #3: JD- Masters in Instructional Tech from American College of EducationWhen I graduated in my undergraduate in 2005, I could operate my email, I had never heard of facebook, and while I had taken a class in educational technology where we were instructed to created a PPT presentation, I could never dreamed what strides could have been made in educational technology in such a relatively short time spanJR Talk about use in college vs. instructional use.
- #4: JDGive brief history of the schoolStarted at as an agricultural school with 200 students, grades 1-12
- #5: JR-
- #6: JDJD INTRODUCE TOOL- create a question, with criteria, schedule a time for the students submit answer, Then schedule self evaluation times to self evaluate, the to peer evaluateFrom the beginning, this amazing tool, helps to transform your classroom to teacher led to a student led classroom.Put in own words.
- #7: JR - This chart helps to visualize where instruction needs to go in order for students to be able to take the reigns, so to speak.Level 3 = proficiency, too work toward a 4, we must be able to show that students can work together, and be able to ask higher order , deep thinking questions to each otherThe Self and Peer Evaluation Tool can do this.
- #8: This means showing examples of student work, teaching students how to analyze rubricsJD-Statewide guide to assessment, shows various levels of student work students learned to assess student examples. Once students have submitted the question onto bb, they will self evaluate, then peer evaluate anonymously.MODEL
- #9: Location of tool: in content folder, top tabs (Assessments), Self and Peer Assessment, process of building an assessment, go through an assessment that has been built and how to add criteria and monitor progressLink to BB course: https://bb9.apsb.org/webapps/portal/frameset.jsp?tab_tab_group_id=_14_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_10393_1%26url%3D 6th grade versus 8th grade questions how to start this process , types of questions and rubrics.
- #14: Initially this needs to be a paper and pencil activity. While our goal is to be paperless, we have found that writing is familiar and develops understanding of the taskAdd checklist/ question handout
- #15: According to common core curriculum, and PARCC Assessment, it is important students to write across all content levels not just ELA. It is also imperative for students to read nonfiction with high text complexity, this tool allows every teacher to work toward this goal. If you can pose a question, you can use this tool.
- #16: Growth in leap, iLeap scores (comprehension, writing)
- #18: Build a peer/self assessment with groupthose with BB accts open can work on their own while following steps from presenters