Google Tools: ePortfolio

Monday, April 11, 2011

Work Cited:
Duvall, Sara, Kristal Jaaskelainen, and Peter Pasque. “Grassroots Google Tools: ePortfolio in Assessment and Curriculum Integration.” School Library Monthly 27.7 (2011): 23-5. Education Full Text. Web. 20 April 2011.

Above Image From: http://www.psdgraphics.com/tutorials/google-logo-photoshop-tutorial/

In this article, Duvall, Jaaskelainen, a Pasque describe the benefits of the Google Tool set as part of a course or entire school. Ann Arbor Skyline High School has been using Google Tools (which is free of cost) to achieve school-wide collaboration. “Every Skyline student (current enrollment 1,200+) has an online portfolio of work, and each core curricular area is building online, shared curricular Web sites” (23). If students create Google accounts during their first year of high school (or even college), over a four year period, the student will have a Google portfolio holding all of his/her work and knowledge regarding use of online resources to share and retrieve information.

Some unique features of the Google portfolio include that students can turn in assignments by posting it to their own Google Sites (the teacher has access to each of the student’s Google Sites. Teachers can post assignments and students can submit work in an electronic drop box. In fact, to me, it seems like a free version of UCF’s Webcourses. Although, unlike Webcourses, which erases the content each summer, Google Sites preserves all of the students’ coursework and “becomes the culminating assessment as students present their work to teachers, peers, and community members at the end of each term” (24). Instructions for navigating and personalizing the ePortfolio are available through Google, and teachers at Anne Arbor Skyline High School seem to have caught on quickly. The article suggests that such technology is the new direction of 21st-century education, one which instructors can build upon as they gain familiarity and confidence.

I definitely will keep Google Tools in mind as a resource in the future. If my next teaching job does not have a Blackboard or Webcourse site, I will definitely attempt to implement Google Tools. It seems like a great way for students to get organized. I love that the teachers can comment on the students’ work directly on their Google page. The authors include their e-mails at the end of the article, and I think I may just e-mail them for more information.

Assessing Creativity

Work Cited:
Young, Linda Payne. “Imagine Creating Rubrics That Develop Creativity.” English Journal 99.2 (2009): 74-9. Print.

Young begins her article by emphasizing the importance of creativity and higher-level thought processes. She explains that measuring creativity in student work has been problematic, as teachers list the category “Creativity” on their rubrics without clearly identifying the levels or elements of creativity are, leading to an unfair, subjective assessment on creativity. Young asserts, “Yes, there can be a problem hen teachers assess imagination and creativity as a product without clarifying the criteria that will be used” (75). Simply telling students to be more creative will allow students exercise creativity without the fear of being punished by a lower grade. However, Young suggests that teachers need to reconstruct their rubrics to enable creativity as well as communicate criteria.

Young refers to a list of six areas indicative of creative thinking that should be addressed on a rubric (derived from Robert Sternberg): intellectual skills, knowledge, thinking styles, personality attributes for creative functioning, motivation, and environment.

While Young insists that the “purpose of using a rubric and criteria is not to put imagination and creativity in a box but to create a framework so that students and teachers can discuss, explore, and discover the limitless possibilities inherent in creatively imagining” (76), I am not convinced that her idea of a rubric allows for limitless creativity. By telling the student how the creativity should look, isn’t the teacher or professor telling the student what creativity should look like and thus not giving the student the opportunity to create? I definitely like the point that the teacher should mention the importance of creativity (so the students know that they will be rewarded and not punished for their creative endeavors), but I’m not so sure I like the idea of outlining the students’ creativity for them. I still believe that rubrics can be useful in some situations, but not in the case of promoting creativity. I believe that a guideline sheet could be must more effective in encouraging imaginative thinking.

Letting Students Do the Grading: Smart or Scary?

Work Cited:
Jaschik, Scott. “Duke Prof Gives Controversial ‘No Grades’ Experiement an A+.” USA Today 3 May 2010: n. pag. News on Education. Web. 17 Mar. 2011

Above Image Taken From: http://www.theroguenews.com/2011/02/the-weighted-grades-issue/

Cathy Davidson, English professor at Duke University, turned the responsibility of grading to the students. After much observation and research on grading systems at other colleges as well as in elementary and secondary schools, she decided to announce the standards (for example, the students had to do all of the work and attend class to gain an A). After the students signed a contract to agree to the terms, she assigned two students per week to lead discussion in class on the week’s readings and to determine whether the other students met the standards.

Davidson received positive results. The students wrote more (even though the class was not designated as a “writing intensive” course, the students each wrote about 2,000 words per week, which is three times the requirement for a course to be considered writing intensive at Duke). Furthermore, Davidson asserts that her students exhibited more creativity in their assignments and that their written language contained less jargon and less “thesaurus-itis” than she was used to reading in the past. Davidson also clarifies that she still read and commented on student writing; all she did not do was assign a grade. She explains that she cannot imagine going back to “reducing the feedback to a letter grade.”

Personally, I cannot imagine allowing my students to grade each other. Maybe in college it would be different, but in tenth grade honors English, when my teacher had us grade another student’s essay, we all got in huge fights with the person grading our essay. It was chaos. I still remember that Jack Marti gave me a 92 when I felt I deserved at least a 96 percent. (I don’t hold onto grudges…ha!). However, perhaps this type of system would work in college. I suppose I am just not brave enough to try it. It seems very unreliable—if students are very competitive, would they be more likely to give their classmates lower grades in order to make their own grades seem more on par? Or if one student resents another student for giving her a lower grade, would she try to get revenge when it’s her turn to grade? Or vice versa, for a student who was awarded a superb grade, would he feel obligated to give a good grade to that peer later? I suppose the fact that the teacher read everything could keep this all in check, but at the start of my teaching career, I do not feel like this is something I am ready to try. I’ll stick to the traditional grading method.

Another Contemplation of Rubric Use

Work Cited:
Reddy, Y. Malini and Heidi Andrade. “A Review of Rubric Use in Higher Education.” Assessment and Evaluation in Higher Education 35.4 (2010): 435-48. ERIC. Web. 28 Feb. 2011.

Reddy and Andrade begin by defining the word “rubric” as “a document that articulates the expectations for an assignment by listing the criteria or what counts, and describing levels of quality from excellent to poor” (435). Next they review the research conducted on the use of rubrics at the college level. Two studies—one conducted by Petkov and Petkova and another by Reitmeier, Svendsen, and Vrchota—suggest that the use of rubrics improves academic accomplishment, while a third study—by Powell—does not support this notion. Furthermore, several studies have demonstrated that rubrics can help detect specific areas for improvement in courses and programs. In other words, rubrics have the possibility to act as “instructional illuminators” (qtd. on page 441), or provide feedback to instructors and departments on which skills students have mastered and which they have not. Several studies have shown that the language used in rubrics is important because it can be more accurately and consistently interpreted by instructors, students, and scorers. Reddy and Andrade end the article by suggesting further research regarding rubrics in the areas of research methodologies, geographical focus, validity and reliability, and the promotion of learning.

In my research on rubrics, for this class and for my ENC 5705 class, I have noticed that rubrics do serve a few beneficial roles, just not the one I had originally assumed. Rubrics seem to be nice for standardizing and articulating what problems students have across a class, course, or institution. They also, if written using clear language, can help articulate an assignment to the students in a straightforward manner. However, I had originally believed that rubrics would be essential in my future career as a teacher because it would ensure that the students and I are on the same page as far as the grading criteria. While this may be true in some instances, I am realizing that students can still argue the rubric; if a student is determined to get back points, they will argue either way. I think a guideline sheet would work just as well and may be less stifling for the students. I would not want to be the reason that a student held back a creative idea or put forth less effort—all because the rubric provided lower standards for an A. I grew up without rubrics, and I think I am doing okay in life. While I think rubrics may be appropriate in some cases for certain assignments (perhaps a portfolio which has so many components, I may need some guidance to grade fairly), I do not plan on using one for every assignment, unless the school I work for requires it. Then I will use one with a smile on my face. If not required, then I will give students a list of guidelines listing possibilities instead of minimum requirements. (For example, “You may choose to write your Auto-ethnography in any form you prefer, such as a short story, play, autobiography, or letter to your previous English teachers”). I would rather open the door of imagination for my students than slam it, lock it, and swallow the key.

Grade Inflation or Really Smart Students?

Work Cited:
Mitchell, Abby. "Students, Profs Talk Grade Inflation.” Columbia Spectator 28 Jan. 2011: n. pag. Web. 3 Mar. 2011. < http://www.columbiaspectator.com/2011/01/28/students-profs-talk-grade-inflation>.

Above Image Taken From: http://www.bruceeisner.com/new_culture/2009/06/-are-smart-drugs-the-answer-to-bad-moodsand-a-bad-economy-discover.html

A leak of a document revealed that approximately one in twelve Columbia undergraduates earned a 4.0 last semester. Retired Duke professor, Stuart Rojstaczer, explains that Columbia’s grades are comparable to other “selective, private institutions that have seen their grades go up since the mid-1980s.”

While a spokesperson from the Division of Student Affairs refused to provide school-wide distributions from last semester (the leak was only from the School of Engineering and Applied Sciences), past grade distributions are available. Apparently, 52 percent of grades in Columbia College for the 2005-2006 school year were A-minuses or above, 5 percent more than in the year 2000.

Susan Elmes, director of undergraduate studies in the economics department, admits that teachers are reluctant to give grades lower than a B-plus. On the other hand, Jack Snyder, director of undergraduate studies in the political science department, suggests that high achievement at Columbia is not necessarily negative. He calls Columbia and the other Ivy Schools “Lake Wobegone” where the students are all above average in their academic capacities. He asserts that they all should be earning high grades. However, he adds that there should be some sort of grade distribution that allows professors to distinguish between “truly exceptional performance and merely solid achievement.”

I do believe that grade inflation is hurting the value of a college degree. Students of very different intellectual capabilities are coming out with the same grades and entering the workforce. However, I am reluctant to say that I want to be graded more harshly, because I would be afraid that other institutions are still grading more easily and that I will appear to be less competent than someone who is actually less competent than myself. On the other hand, if all schools were to start grading on a higher standard, I would be fine with that because it would be fair.

Standardizing State Standardized Assessments

Work Cited:
“Educational Assessment.” Narr. Larry Jacobs. Education Talk Radio. Blogtalkradio. EduTalk, Swampscott, 26 Oct. 2010. Educational Assessment with Larry Jacobs. Web. 21 Feb. 2011.

In this online radio broadcase, the host, Larry Jacobs, interviews Scott Elliott about current assessment trends. Elliott, president of SEG Measurement, an Education Assessment and Research Firm, works with thirty states in an attempt to standardize Educational standards for secondary and elementary education.

Elliott believes that reaching common state education standards is important, as many families are forced to move in this economy to find work. When students change states, they may be underprepared or overprepared in their new state if standards are not equivalent. He believes that we, as a country, must unite in order to compete against other talented countries, especially in a time where the rate of knowledge is changing at a rapid pace. Standards must constantly change to reflect this accelerating pace of new knowledge.

Elliott’s company, SEG of New Hope, PA, is working to change textbooks to reflect changing standards, and Elliott also notes that online test delivery is becoming more prominent. He concludes by asserting that we need teachers of all levels to get on the same page as far as assessment is concerned so that we can assess students based on their abilities instead of varying state standards. He urges listeners to agree that states must agree on common standards if we want to help our students succeed academically.

What are my thoughts? It sounds good in theory, but I worry that some states’ standards will become lower in an attempt to standardize them with other states. Actual standardization seems quite impossible. Think of school districts in the same states and how different their expectations are. For example, even within the same state, one student in school X may receive a 3.5 GPA, and a student from school Y may receive a 3.5 GPA but not know as much as the first student. I think that standardization seems like a logical concept, but when implemented, I worry that it could stifle students (kind of like an ill-constructed rubric). I think this is why college entrance requirements often look at more than one criteria (standardized tests, essays, GPA, extracurricular activities, etc.).

The Plus/Minus System: A Positive or Negative Idea?

Work Cited:
Cohen, Jordan. “Plus/Minus Grading Motivates Students.” TCU Daily Skiff 1 Feb. 2006: n. pag. Web. 13 Feb. 2011.

The newspaper article “Plus/Minus Grading Motivates Students” discusses the trend of colleges and universities switching to the plus/minus grading system, and the possibility for TCU, or Texas Christian University, to adopt the grading system. While some think that the system will solely benefit the “academically poor” students, Cohen asserts that it will serve as an incentive for students to learn more and stay focused on their classes.

One student, Mandy Velasquez, says that it will motivate her. She explains that she would aim for a B+ if she were in the B range. She also predicts that the school is implementing the system in an attempt to combat grade inflation. Some believe that schools like TCU are considering the switch in grading system in order to “remain competitive” with the current grading systems among colleges, other students want to modify the grading system further by implementing a one-hundred point system.

What do I think? I think that the minus/plus system is fair if is also allows for the possibility of receiving an A+. Some systems do not allow for the student to get an A+, and it seems that, without offering benefits, the system is only punishing the student. In my undergraduate institution, I received a few A+ along with A-, and they evened each other out for the most part. I actually would be an advocate for a 100-point system because it would provide more accuracy in grading and provide motivation for those students who aim for a certain grade and see no reason to work harder for no reward (for instance, some students aim for an 82 rather than an 89 because, in schools without a plus/minus system, both are a B). Thus, plus/minus systems provide more motivation and accuracy, and the 100=point system provides a new level of accuracy.

While this online news article was published in 2006, I chose to include it because it is the first of many subsequent articles from college and university representatives who consider changing the grading system to a plus/minus system. I wonder if a 100-point system is next?

Standards Replace Letter Grades: Promoting Clarity or Confusion?

Work Cited:

Stegmeir, Mary. "A New Way to Grade: Standards Replace Letters in Waukee." Des Moines Register: E-Edition. Des Moines Register, 7 Feb. 2011. Web. 7 Feb. 2011. <http://www.desmoinesregister.com/article/20110207/NEWS02/102070310/A-new-way-to-grade-Standards-replace-letters-in-Waukee>.

Image Taken From: http://tristanverboven.wordpress.com/

The news article "A New Way to Grade: Standards Replace Letters in Waukee" describes a trend that is emerging for secondary schools to assess students with standards instead of letters.  For example, teachers at Waukee Middle School (Iowa) give "scores" of beginning, developing, secure, or exceeds to their students instead of A, B, C, D, or F.  Why did this article catch my eye?  Because it could affect colleges someday.  First of all, how will college admissions view these categories?  The school board president of the district acknowledges that grades play an important role in college admissions and scholarship programs (Stegmeir).  I wonder, if this trend catches on, will colleges eventually embrace this trend?  I see it as a far-fetched idea, but a possibility.

Why are more and more schools turning to standards-based grades?  They are hoping to improve student performance, according to Doug Reeves, founder of the Leadership and Learning Center in Colorado (Stegmeir).  According to Stegmeir's article, many parents worry that this will leave students unprepared for high school and even take away a motivator for succeeding (as letter grades tend to create an atmosphere of competition).

What do I think?  I think, what's the difference?  Doesn't "A" mean "exceeds" anyway?  And isn't "developing" a nice way of saying, "You got a D."?  Good teachers will indicate to students how they can do better, and I find the categories an attempt for schools to get parents and teachers thinking about what letter grades mean.  The same goal can be reached if there were a key on top of the report card explaining what each grade means.  This way, students can still be considered for scholarships at the college and university level.  If some colleges adopt the standards system in place of a letter system, then it would pose a problem for students who apply  to graduate programs at schools that use the letter grade system.

Therefore, while I see that the intentions are good--standards would spell out more clearly where a student is lacking--it needs to be supplemented with a letter grade or at least points from the GPA scale so that transferring to other schools and applying for scholarships or admission to colleges and universities would be feasible.  I do believe, however, that there is a problem with the subjective nature of grading (whether students are assigned with a letter, phrase, or symbol!) because some teachers grade differently than others.  This is why, when I am an instructor, I will lay out my expectations clearly so that there is no confusion as to how a student can earn an A, B, C, D, F.  I want students to know what each grade means to me (since it seems to mean different things to different teachers).  This is where grading rubrics come in (or at least grading guidelines).  They can help students to see where they fall short when the grade fails to convey this information to them.

Link to Online Article

Do Instructors' Assessment Methods Allow For Mistakes and Growth?

MLA Article Citation:
Reedy, Randy. "Formative and Summative Assessment: A Possible Alternative to the Grading-Reporting Dilemma." NAASP Bulletin 79.47 (1995): 47-51. Education: A SAGE Full-Text Collection. Web.

Above Image From: http://english-trainer.blogspot.com/2011/01/english-essay-writing-tips.html

In "Formative and Summative Assessment: A Possible Alternative to the Grading-Reporting Dilemma," Reedy begins by describing different types of grading methods.  I found this very helpful, as it encouraged me to ponder what type of grading I will use in the classroom.  The types she describes are:

• Product Learning--measured by a summative evaluation of student achievement (teacher assesses student after instructional sequence has been completed)
• Process Learning--emphasizes the student's work as he or she completes tasks on the way to the end product
• Progress Learning--compares what the student knows now compared to what he or she knew before learning began (48-49)

While the article explored the option of not using letters or percentages to grade and instead just giving feedback, I find that option quite unrealistic at the college level.  I think students would riot and possibly throw things at me if I were to say, "Nice job on your essays, everyone!  I gave you feedback, but there will be no grade assigned."  HA!  That would not work.  However, I do see the benefit of considering the students' process in addition to their product learning.  In another class, Theory of Composition and Rhetoric, we have begun to explore the idea of students creating portfolios in which pieces would be graded along the way in addition to given feedback, and the students would have the opportunity to revise for their final portfolio.  This product would comprise a large portion of the grade, because it would demonstrate the students' best work, after they have taken feedback from the instructor into consideration.

Reedy articulates this well when she says, "Evaluation during the summative phase can evaluate student learning and also provide information on how well the teacher's formative evaluation served the student. It is at the summative point that letter grades have a legitimate role to play" (50).  Summative assessment is important (this is why for all of my classes I have a 20 page research paper, presentation, final exam or portfolio due at the end of the semester).  However, by having formative evaluation along the way, the teacher has a chance to provide feedback.  Part of the feedback is the letter grade ("Oh, man, I got an F.  I need to work harder or ask the professor for help" or "Yes!  I got an A.  I am on the right track and I will stick to my study habits.  They are paying off.")  Furthermore, any comments a teacher gives can help a student in the future.  If I teach a composition next year, I will definitely schedule at least one face-to-face meeting with each student (even if it is only 15 minutes) to give them feedback on their writing.  This way, they will be forced to acknowledge my advice, even if they ignore my written feedback.  This is an example of formative assessment, or an evaluation of process learning.

Furthermore, this article made me think of how to weigh my assignments.  I believe that there should be "low-stake" assignments at first, as Dr. Wardle would say, so that students can have a chance to see my feedback and incorporate it into their next assignment.  Then I would make the subsequent assignments worth more (or let the students drop their lowest grade; this would achieve a similar opportunity for the student to get a chance to try without too much pressure).  As Reedy says it, "By developing a grading policy that provides non-threatening feedback, during formative evaluation and remediation, the student can concentrate on learning" (50).  Again, I realize that "non-threatening" does not need to mean "not graded," as I would grade all of my students' assignments (I believe that since they have taken the time to do the assignment, I should take the time to grade it and provide feedback).  However, I would make the initial assignments non-threatening by either making earlier assignment less points like Dr. Wardle does, or dropping each student's lowest grade, as Dr. Trouard does for our Three Position Papers.

While this article is a bit older and does not provide earth-shattering news, it does deal with a concern that continues to be debated by teachers and educational institutions everywhere: assessment.  Furthermore, it gave me a lot to think about regarding how to grade and how to set up my assignments on my syllabus.  I would like to think that I could promote learning by allowing students to make attempts at skills in which they may or may not have confidence, giving feedback, and giving them opportunities to try again with that feedback in mind.  It is what one may call "learning."  :)

You will need to be on UCF campus or have your library ID number ready to access this article:

Click this link to full text article through SAGE Full-Text

Grading Rubrics: Do They Stifle Creativity and Promote "Sameness"?

MLA Article Citation:
Chapman, Valerie and M. Duane Inman.  "A Conundrum: Rubrics or Creativity/Metacognitive Development?." Educational Horizons 87.3 (2009): 198-202. Wilson Web. Web.

Reflection:
Until recently, I viewed rubrics as unquestionably essential and beneficial.  I think that this was due to my teaching experiences at the secondary level, where the administration drilled the importance of rubrics into our (the teachers') minds.  We were told that we should have rubrics to convey clear expectations, and the grading standards for the rubric should be based on the state and national standards.  Chapman and Inman's articles opened my eyes to a new way of considering rubrics.

In "A Conundrum," Chapman and Inman describe the tendency of students to do minimal work to get the desired grade, instead of going above and beyond.  They explain that "[m]atching their work to a teacher-designed template (i.e., a scoring rubric) is different from analyzing, synthesizing, and evaluating elements as students pull a product together for an assignment" (199).  This raises the question, can rubrics be beneficial?  I would argue, yes--if constructed and utilized correctly.

"When we discussed the matter with fellow college of education faculty members, we were told--here may be a key concept--that 'well-constructed' rubrics do allow for the creativity and flexibility we believe imperative in meaningful learning" (200).  So what makes a "well-constructed" rubric?  The article suggests putting "creativity" as a category on the rubric.  Also, I would add that we need to consider how we can present the rubric and allow room for deviation from one ideal "norm."  Adding creativity is one way to do this.  I also find that showing models of projects that have gone above and beyond helps to set the bar high.

Obviously there are advantages and disadvantages to using grading rubrics.  Yes, it makes grading easier and it makes the expectations explicit.  However, it tends to "evaluate 'doing' versus understanding" (201).  Regardless of whether we should utilize rubrics or not in the classroom, I firmly believe that the expectations for the assignment should be clearly expressed.  I think that in many circumstances at the college level, I will lean towards using grading guidelines (i.e. a sheet that outlines the breakdown of points and a list of expectations) as opposed to a rubric.  Although, after researching this topic further, I may change my mind.  I feel as if I have just scratched the surface of this issue, and I look forward to reading various opinions.

The article is below (you will need to access it on UCF campus or with your library code):
Link to Article through Wilson Web