Alphas:
Instructor's Comments: What do you mean by different types of students? (Q1) Do you want to say students with different learning styles or abilities?
Question 2 is totally irrelevant. VRIP has to be efficient for a good assessment to take place.
Question 3 is phrased incorrectly. Do you want to ask: Does the assessment paper extend students' learning?
Question 4: It's the same as question 3. Written in a complex way!
Question 6: Good question.
Question 2 is totally irrelevant. VRIP has to be efficient for a good assessment to take place.
Question 3 is phrased incorrectly. Do you want to ask: Does the assessment paper extend students' learning?
Question 4: It's the same as question 3. Written in a complex way!
Question 6: Good question.
Free Thinkers:
Instructor's Comments: Your first question is very relevant and not just in the present scenario but it is relevant generally too.
Q2: Good is a very subjective word. Try to break such subjective words into exact tangible words.
Q3: You have combined too many concepts in one place. time management is a very good element which should align well with the expectations of answer.
Q5: The assessment does not affect the cultural, social and emotional attachment of participants' belonging to any particular region.
Q6: I don't understand this.
Q7: Phrasing is confusing.
Q2: Good is a very subjective word. Try to break such subjective words into exact tangible words.
Q3: You have combined too many concepts in one place. time management is a very good element which should align well with the expectations of answer.
Q5: The assessment does not affect the cultural, social and emotional attachment of participants' belonging to any particular region.
Q6: I don't understand this.
Q7: Phrasing is confusing.
Brainy Bunch:
Instructor's Comments: Your first question is valid for post-assessment. Q2 & Q3 do not directly assess the VRIP of an assessment paper rather these questions evaluate the teaching.
Gryffindor:
Instructor's Comments: Excellent!
Simple, to-the-point, no ambiguous language, direct questions that give a direct straight forward answer.
Peaky Blinders:
Instructor's Comments: Q3 needs elaboration.
Smart Hawks:
Instructor's Comments: Exactly, how do we ensure that the assessment is both valid and reliable? That is what you have designed these questions for.
I think you didn't get the purpose of this task. Please read the questions prepared by all other groups and think about how ca you rephrase yours.
Ice and Fire:
Instructor's Comments: Q 1 & Q 2 are post-assessment inquires.
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ReplyDeleteALPHAS REVIEW:
ReplyDeleteGroup name: The Brainy Bunch
In question 2 they say “According to their thinking capacity” In my opinion, the teacher can plan his/her lesson according to the learning capacity of average students but he/she can not cope up with the thinking capacity of any student as every student have different IQ level and may perceive a specific topic being taught in different ways. So in my opinion the question should be as following:
“How appropriately the content is taught to a class according to their learning abilities?”
Group Name: Free Thinkers
Question 1 is not clear. It is vague because the purpose of the question is not clear. It states “Do the assessment meet the criteria, reality, differences and effectiveness of teaching and learning through online tasks?” What kind of differences and reality are they exactly trying to target/talk about? In my opinion, the question should be as following:
“Do the assessments meet the criteria and effectiveness of teaching and learning through online tasks that are being assigned by the instructor for a specific subject?”
Group name: Peaky Blinders
Questions from group peaky blinders look quite similar in nature. Like all they are asking questions about students that would they be able to answer them or not. They can also add questions related to the validity and impact as well. Are the questions in the survey or assessment valid to assess the knolwedge of a student or with one assessment would you be able to judge how much students have learnt so far?Plus not all students have the same knowledge level so the assessment needs to be made according to the class grades.
Group name: Smart hawks
this group questions are quite related to what assessment evaluation demands and helps to identify what a better assessment would be and what things need to be counter for developing the assessment.In my opinion these question totally acquires the basic need to know about the assessment and what effect could be out if the assessment is not able to be define or there would be no outcome.so It helps to develop a perfect example of assessment.
Group name: Gryffindor
question are so open ended question and concluding the assessment or evaluation or assessment on these question are not that much informative, the question are to simple and can not be uses on a higher level of evaluation.Question should be more effective and more data covering. The question totally roam around the students prior knowledge and also that what students need to be evaluated. a simple question of their demand of thoughts is that "Does the assessment judge a students and can identify its knowledge about the learnt things?'
Group name: Ice and Fire
question 2 what sort of information and whose information are we talking about. The question needs to specific. Overall, the quality of the questions is too vague and the questions asked are identical to the examples given in the slides.
Group name: Ice and Fire
DeleteQuestion 2 can be rephrased as "How is VRIP evaluation related to parents and their reliability on the information?"
Group Gryffindor:
ReplyDeleteAlphas:
Q3. The question is not phrased well because we need to evaluate whether the assessment is valid, reliable, had an impact and is practical. We don’t see how a student’s learning responsibility is related to solving the assessment.
Q4.We are not talking about potential students here, the purpose of assessment is to gauge how much the students have already achieved.
Q5. This question has the same issue because it states what the assessment paper should include and is not talking about V.R.I.P.
Free Thinkers:
The questions are well thought and drafted. Especially their first question that sheds light on the effectiveness of online teaching in light of the current situation is an excellent one.
Q6: Mind maps should be developed during learning, not assessment. The second part of the question makes sense, but it can be rephrased as “To what extent does the assessment measure students understanding of concepts/mind maps”
Q4 should say “if you conduct an assessment” not VRIP of an assessment.
Brainy Bunch:
Q1 doesn’t anticipate an open-ended answer and it seems to be related to learning, not assessment. It can be rephrased as “To what extent is technology being used to asses student learning?”
What is meant by positive growth? Q2 & Q3 seems more related to the planning and delivery of a lesson rather than assessment.
Peaky Blinders:
Lack questions for reliability, validity or practicality.
Q3 isn’t that valid in this case. Their questions are good but we think they all are related to impact.
Smart Hawks:
Q1-3 seems to be about VRIP in general and not about measuring VRIP of an assessment.
Q5 and Q6 are also about assessment in general, they do not measure the VRIP of a specific assessment.
Ice And Fire:
Q1 should be about assessment not its result. It can be rephrased “How well does the assessment measure grasp of concepts among students?”
The reliability question can be rephrased by saying assessment results instead of “information”.
Group Name: Free Thinkers
ReplyDeleteIce and fire The first question is vague and haven’t phrased accurately; it’s not conveying the meaning of validity or anything else. The second questions also lack clarity in describing the reliability. Rest of the questions suitably fixes upon the meaning of impact and practicality. They give the proper understanding of these characteristics.
Peaky Blinders They’ve focused more on the student’s equal understanding level whereas each student has different set of mindset and assumption level. All of the questions carry same theme describing same question using different words.
Gryffindor All the questions carry requirement of each characteristic equally. The third questions fit best to the impact of the assessments on the students.
Smart hawks The second question is not reluctant to the type of questions we need to form for an assessment, and last question is invalid as we need to measure validity, reliability, impact and practicality of the assessment while it describes the purpose of assessment which doesn’t give any meaning to the question we were ought to make.
Brainy Bunch The questions are not related to the assessments or its characteristics. The first question talks about technology and software we need different assessments to measure the criteria of student learning. The last question “How do takeaways impact the approach of moving forward” is not related to assessments at any case and it is way vaguer to describe anything.
Alphas In question 2 and 6 it’s obvious that VRIP is flexible as it covers all four aspects and no results can be direct or accurate. It is based on the assumption which replies around accurate results. Question 1 is accurate to measure all the characteristics for the assessments.
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ReplyDeleteGroup name : Ice and fire
ReplyDeleteAlphas:
Some of the questions seem too broad in nature and do not specify the element of VRIP they are addressing. However, some of the questions do raise relevant concerns in terms of the value assessments hold for teachers, and the role they are supposed to play in the teacher's instruction methodology and the role it plays in planning learning methods.
Free Thinkers:
The question in regard to the reliability aspect of VRIP is slightly unclear. It uses the term 'conducting VRIP more than once', which seems confusing to me. Otherwise, the questions are well thought out, and give additional statements at the start of the questions to help explain what element if VRIP is being addressed.
Brainy Brunch:
The questions seem to be addressing the teaching methodology and the learning objectives more so than assessment. The questions adress the technology aids used in class, the content of lectures, and student understanding, and even though these do affect assessment planning and results, these might not be the most important aspects to evaluate the effectiveness of assessments using VRIP.
Gryffindor:
The questions are short and clear which is good. They address clear aspects of assessments that coalign with the checkpoints required for VRIP.
Peaky Blinders:
Two of the questions, regarding the coherence of the questions and if they are understandable by all students, are similar in nature and seem to be addressing the same thing. That being said, the question in itself is valid and relevant. The question regarding the 'methodology of VRIP' is a bit unclear. Since VRIP in itself is already a standard for evaluating assessments, this question seems superfluous. These questions ARE a way of applying VRIP standards on assessments
Smart Hawks:
The questions seem unclear about what they are addressing. The first question asks how an assessment can be 'both valid and reliable'. I think these can be two separate questions. Alot of their other questions also seem to be addressing VRIP as a whole instead if addressing the separate elements that make up VRIP. They also talk of the cost of VRIP, whereas it was unclear from the ppt what the cost would be, or whether their would be any monetary cost.
Brainy Bunch’s Feedback
ReplyDeleteAlphas:
Question 3 this should have been written in a better way for better understanding. Question 5 reflects no VRIP element could be found,
Free Thinkers:
Questions are were well drafted which relates to VRIP model. However just rephrasing the questions will help to understand better what is being asked as in one of the question it could have been rephrased like How effective assessments are for people belonging to other regions.
Gryffindor:
The questions are very broad, and it will help to achieve limited amount of data as these question if elaborated more could help more in a better finding for collection more information. However, it reflects as these questions are accessing student’s preceding learning only.
Ice and Fire
The questions itself means what is been written it is just elaborating that what is VRIP separately. However, reshaping the question might help to gain the required information.
Smart Hawks:
These questions mostly refers to the assessment point that how assessment can be improved and what can be done for better assessment. Question 2-3 somehow relates to VRIP model but the last two only relies upon the assessment’s effects and its outcomes.
Peaky Blinders:
In the they can also elaborate more asking about the authenticity of the questions ad its result. These questions are good but needs to be more related to vrip model. As what we feel like there is lack of questions data related to vrip model.
Smart Hawks:
ReplyDeletePeaky Blinder:
Questions are all about how students will attempt the assessment rather than focusing on the learning process and the outcome it will have. There are not much questions about assessment's validity and reliability. There 3 questions have same meaning 'if the student can understand the question clearly or not', it should have been just one.
Alphas:
They really need to narrow down their questions specially question number two they talk about the overall VRIP methods .
Ice and fire :
The questions are unclear what information are we talking about.question number 2 can be rephrased as “On the scale of 10 how much the parents can rely on institutions information ?“
Free thinker:
Questions are complex. Question need to be specific and to the point. They are concentrating more on conducting assessment. Overall questions are well
Brainy bunch:
The first question does not fit in to one part of VRIP. In the second question it would be better if they talk about the assessment and not the content.
Gryffindor:
They asked relevant to the point questions. They covered everything which was asked.
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ReplyDeletePeaky blinders
ReplyDeletePeaky blinders went through all the groups’ questions and we found out that questions could be more modified. Questions should be simple and easy to understand. For example, group ice and fire has made very basic and easy questions but they made one mistake parents should rely on the academic performance not on rely on instructor’s information. Question is incomplete and undefinable. There should be more open ended questions. For example, Brainy bunch made very lengthy questions. They should squeeze up the statements. It’s much better to make as much as many questions possible but frame up them in basic and easy statements. For example, free thinkers have made several questions. They are basic and precise. Another way which is also commendable is the method that ice and fire group applied. They made questions on each indicator. If we talk about other 2 groups; Alphas, their question number 5 could be altered because there are many aspects by which one student is different from others so, what are few manners by which we can survey student’s achievement, learning and conduct should be revised again. Smart hawks chose a fine method to ask questions but they jumbled up all questions. Question no.3, there are grammatical errors in formation of the sentence. It should be like this, do assessments’ results provide positive impact on instructors and students.