“Pretty Good Practices” for the Design of Teacher Portfolio Courses

2015 ◽  
pp. 256-280 ◽  
Author(s):  
Spencer P. Greenhalgh ◽  
Matthew J. Koehler
Keyword(s):  
Teacher Evaluation ◽  
Open Access ◽  
Peer Feedback ◽  
Learning By Doing ◽  
Full Potential ◽  
Graduate Studies ◽  
Good Practices ◽  
Summative Assessments ◽  
Teacher Portfolio

In this chapter, the authors argue that although portfolios are a popular means of teacher evaluation, they, like any other assessment, must be properly implemented if they are to realize their full potential. Accordingly, they offer seven “pretty good practices” (Mishra, 2008) for designing portfolio courses: peer feedback, authentic audience, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. These practices were developed from the authors' extensive work helping teachers to develop portfolios that demonstrate their learning in their graduate studies, and they help students create portfolios that have value as both summative assessments and places for formative growth. In the spirit of “pretty good practices,” however, the authors invite others to modify these practices for other contexts or to carry out research that would help refine and improve them.

“Pretty Good Practices” for the Design of Teacher Portfolio Courses

2018 ◽  
pp. 126-151
Author(s):  
Spencer P. Greenhalgh ◽  
Matthew J. Koehler
Keyword(s):  
Teacher Evaluation ◽  
Open Access ◽  
Peer Feedback ◽  
Learning By Doing ◽  
Full Potential ◽  
Graduate Studies ◽  
Good Practices ◽  
Summative Assessments ◽  
Teacher Portfolio

In this chapter, the authors argue that although portfolios are a popular means of teacher evaluation, they, like any other assessment, must be properly implemented if they are to realize their full potential. Accordingly, they offer seven “pretty good practices” (Mishra, 2008) for designing portfolio courses: peer feedback, authentic audience, diverse resources, learning by doing, open access, confidential spaces, and self-pacing. These practices were developed from the authors' extensive work helping teachers to develop portfolios that demonstrate their learning in their graduate studies, and they help students create portfolios that have value as both summative assessments and places for formative growth. In the spirit of “pretty good practices,” however, the authors invite others to modify these practices for other contexts or to carry out research that would help refine and improve them.

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

scholarly journals GED – TOOLKIT: OPEN GEOSPATIAL DATA AND TOOLS TO SUPPORT GENERATIVE ECONOMY PROCESSES IN LOCAL COMMUNITIES

2021 ◽  
Vol XLVI-4/W2-2021 ◽  
pp. 43-49
Author(s):  
M. Clementi ◽  
E. Labrozzi
Keyword(s):  
Open Access ◽  
Urban Studies ◽  
Environmental Design ◽  
Local Communities ◽  
Geospatial Data ◽  
Good Practices ◽  
Experimental Game ◽  
The Creation ◽  
The Relationship

Abstract. How can FOSS GIS support generative economy processes in small settled communities? The paper answers this question by proposing a toolbox made up of specific open geospatial data that can be processed through FOSS GIS. These data consist of specific maps, accompanied by numerical values.The information collected is intended to lay the foundations for an open-access manual of procedures to support the creation of an open database. This manual, currently under development, is created within a research funded by the Department of Architecture and Urban Studies of the Politecnico di Milano and is an integral part of an experimental game aimed at supporting students in the development of local self-sustainability scenarios.The manual is called the GED Toolkit. The acronym GED stands for Generative Environmental Design, with this term we refer to an approach to the design of the anthropized environment oriented towards the development of generative economies.The paper presents good practices, measuring their consistency with Generative Economy Principles through resource and impacts mapping. These are useful in the first place to understand the systemic features of the practice itself and the relationship with the territory that hosts it, and secondly to verify the possible transferability to other contexts.

Assessment

2019 ◽  
pp. 143-174
Author(s):  
Cara Faith Bernard ◽  
Joseph Michael Abramo
Keyword(s):  
Teacher Evaluation ◽  
Music Education ◽  
Music Teachers ◽  
Assessment Practices ◽  
Summative Assessments ◽  
Evaluation Measurement ◽  
Measurement Validity

This chapter explores how music teachers may assess students in ways unique to music education while remaining open to using the components of teacher evaluation to improve their assessment practices. First, the chapter reviews how assessment is commonly part of teacher evaluation. Second, it briefly covers some critiques of the assessment aspects of teacher evaluation. Third, the chapter defines some common vocabulary and tenets used in assessment. These include assessment, evaluation, measurement, validity, triangulation, data, and formative and summative assessments. This vocabulary may help music teachers work through these critiques of assessment. Finally, the chapter provides specific ways music teachers might apply assessment vocabulary and tenets to the assessment components of teacher evaluation. This includes when teachers are required to create the assessments alone or in a group and when assessments are chosen or mandated by the district or state. Sample assessments are included in the chapter.

A Review of Researches on Evaluation of Teachers in Turkey; Dimensions and Methodologies

2016 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Mehmet Erdoğan ◽  
Abdulkadir Kurt
Keyword(s):  
Content Analysis ◽  
Teacher Evaluation ◽  
Classroom Management ◽  
Teacher Development ◽  
Evaluation Process ◽  
Graduate Studies ◽  
Research On Evaluation ◽  
Sample Data ◽  
Analysis Strategy ◽  
Management Competency

AbstractThe purpose of this paper is to review the research on evaluation of teachers in Turkey and to arrive at a synthesis on the methodological issues and the conclusions through a content analysis strategy. Review of research on the selected studies were undertaken considering pre-determined criteria; studies (1) done with Turkish sample, (2) presented empirical data, (3) done between 2004 and 2014, and (4) published in refereed journals and defended as graduate studies (Master and PhD theses). These criteria were utilized to select the studies to be contend-analysed. Selected studies were analysed across their purpose, design, sample, data collection, findings and implications. A total of 93 studies satisfied the criteria were included in the analysis. The current synthesis indicates that the researches on teachers Turkey mainly focuses on six dimensions, each related to (a) classroom management competency, (b) instruction (curriculum implementation), (c) teacher development (d) teacher knowledge, (e) teacher evaluation process, and (f) teacher thinking. At the end of the research study, a model reflecting the dimensions of research on teachers in Turkey was presented. Keywords: Research on teachers, teacher evaluation, content analysis

scholarly journals Teacher Evaluation

2020 ◽  
Author(s):  
Nurahimah Mohd Yusoff ◽  
David Jimoh Kayode
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Effective Teacher ◽  
Student Knowledge ◽  
Summative Assessments ◽  
Evaluation Strategies ◽  
Teachers Professional Development

As stipulated in some educational documents, no country can grow beyond the quality of its teachers. Thus, teachers need necessary support in discharging their responsibilities, and teacher evaluation is a valuable tool because of the relevance of teacher evaluation to both the teachers and the stakeholders. Therefore, teacher evaluation in terms of formative and summative assessments helps in determining what is working well in classrooms, identifying areas of improvement for teachers, and providing options for teachers’ professional development to support their continued growth. Stakeholders in education have several roles in ensuring effective teacher-evaluation strategies and in determining how effective teacher evaluation can be achieved. In assessing students, teachers test student knowledge in order to determine what they have learned, what they have not understood, and how effectively the courses are being taught.

Apprenticeship and Learning by Doing

2021 ◽  
pp. 1-17
Author(s):  
Jeff Horn
Keyword(s):  
Eighteenth Century ◽  
Open Access ◽  
Young People ◽  
Industrial Production ◽  
Learning By Doing ◽  
Training Requirements

In France, formal guild training was not as ubiquitous a means of socializing young people into a trade as it has been portrayed by scholars. Guilds were limited geographically, and in many French cities privileged enclaves controlled by clerical or noble seigneurs curbed the sway of corporate structures, or even created their own. Eighteenth-century Bordeaux provides an extreme example of how limited guild training was in France’s fastest-growing city. The clerical reserves of Saint-Seurin and Saint-André that housed much of the region’s industrial production had quasi-corporate structures with far more open access and fewer training requirements. In Bordeaux, journeymen contested masters’ control over labor and masters trained almost no apprentices themselves. Formal apprenticeship mattered exceptionally little when it came to training people to perform a trade in Bordeaux.

scholarly journals Feedback on second language students' writing

2006 ◽  
Vol 39 (2) ◽  
pp. 83-101 ◽  
Author(s):  
Ken Hyland ◽  
Fiona Hyland
Keyword(s):  
Second Language ◽  
Peer Feedback ◽  
Writing Pedagogy ◽  
Research Literature ◽  
Writing Programs ◽  
Full Potential ◽  
Oral Feedback ◽  
Computer Mediated ◽  
Learning Techniques

Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.

scholarly journals The Importance of Spatial Data to Open-Access National Archaeological Databases and the Development of Paleodemography Research

2019 ◽  
Vol 7 (4) ◽  
pp. 395-408 ◽  
Author(s):  
Erick Robinson ◽  
Christopher Nicholson ◽  
Robert L. Kelly
Keyword(s):  
Open Access ◽  
Spatial Data ◽  
National Science Foundation ◽  
The United States ◽  
Full Potential ◽  
National Scale ◽  
Radiocarbon Dates ◽  
The Past ◽  
Generous Support

AbstractWith generous support from the National Science Foundation, we have spent the past four years developing an archaeological radiocarbon database for the United States. Here, we highlight the importance of spatial data for open-access, national-scale archaeological databases and the development of paleodemography research. We propose a new method for analyzing radiocarbon time series in the context of paleoclimate models. This method forces us to confront one of the central challenges to realizing the full potential of national-scale databases: the quality of the spatial data accompanying radiocarbon dates. We seek to open a national discussion on the use of spatial data in open-source archaeological databases.

scholarly journals Learning by doing: Highlighting the successful collaboration between an open access peer-reviewed journal, a scholarly communication class, and a supportive library

2019 ◽  
Vol 80 (9) ◽  
pp. 502
Author(s):  
Melissa Seelye ◽  
Madison Edgar ◽  
Marni Harrington
Keyword(s):  
Open Access ◽  
Information Science ◽  
Core Competencies ◽  
Scholarly Communication ◽  
Learning By Doing ◽  
Academic Librarians ◽  
Library And Information Science ◽  
Theoretical Understanding ◽  
Communication Work ◽  
Successful Collaboration

As the “NASIG Core Competencies for Scholarly Communication Librarians” makes clear, the responsibilities associated with scholarly communication work in libraries are so “broad and amorphous” that the “full suite of competencies is beyond the reach of even the most accomplished librarian.” It is, therefore, increasingly important for all academic librarians to have not just a theoretical understanding of scholarly communication topics, but also the ability to actively engage in and manage related projects. The question then is how are master of library and information science (MLIS) programs preparing aspiring academic librarians for these roles?

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