Bryan Weinert's EdPsy 490 ASA Portfolio

Week 1:

ISBE Standards Project

The following are the Illinois Learning Standards that I would like to work on:

Bryan Weinert
Mathematics
Early High School

STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and box-plots.

10.A.4b Analyze data using mean, median, mode, range, variance and standard deviation of a data set, with and without the use of technology.

10.A.4c Predict from data using interpolation, extrapolation and trend lines, with and without the use of technology.

Small Group Discussion

TOPIC: With the emphasis on accountability in schools today, discuss how/if 1) standards-based reform, 2) content and performance standards, 3) performance-based assessment, and 4) high-stakes accountability is implemented in your school. What are the pros and cons of implementing these assessment measures?

Summary: http://lrs.ed.uiuc.edu/students/zbrixey/EdPsy490asa/group.htm

Major Project
Link to Major Project here

Week 2

Small Group Discussion

TOPIC: Discuss the difference between assessment and evaluation.

Summary: http://lrs.ed.uiuc.edu/students/tbarcalow/490asa/ChefsWeek2.htm

Week 2
Small Group Discussion	TOPIC: Discuss the difference between assessment and evaluation. Summary: http://lrs.ed.uiuc.edu/students/tbarcalow/490asa/ChefsWeek2.htm

Week 3

Individual Web Searches

URL: http://206.166.105.35/news/psaeprfinal.htm

Link: PSAE (from search page 10)

Title: McGee: Groundbreaking high school test will give all students tools for future

Summary

June 19, 2000 press release
New Praire State Achievement Test for eleventh graders
The goal of the PSAE is to test student's mastery of the Illinois Learning Standards
There are 3 components to the test:

1) State-designed exams
2) ACT college entrance exam (free this year... $23 next year)
3) Two Work Keys exams

It will also include an interest inventory
Set for the fourth Wednesday and Thursday of April 2001
Hoping for more reliable data regarding students' comprehension of the standards
Students may retake any or all of the components of this test during their senior year
The best scores are accepted and recorded on the students' permanent record (but not mandatory for graduation)
Their may be achievement awards in each subject area for receiving a particular score as set by the State Board of Education
Max M cGee hopes the PSAE results will be used a a hiring tool
Max McGee feels that "if... [students] are being taught to the standards as every school should be, then the PSAE will provide a challenge..."
Govenor Ryan thinks that combining the three components may provide students with better information as they decide on their futures

Audience: This press release was intended for any educator or administrator at the high school level, especially those that have direct impact on juniors.

Week 3
Individual Web Searches	URL: http://206.166.105.35/news/psaeprfinal.htm Link: PSAE (from search page 10) Title: McGee: Groundbreaking high school test will give all students tools for future Summary June 19, 2000 press release New Praire State Achievement Test for eleventh graders The goal of the PSAE is to test student's mastery of the Illinois Learning Standards There are 3 components to the test: 1) State-designed exams 2) ACT college entrance exam (free this year... $23 next year) 3) Two Work Keys exams It will also include an interest inventory Set for the fourth Wednesday and Thursday of April 2001 Hoping for more reliable data regarding students' comprehension of the standards Students may retake any or all of the components of this test during their senior year The best scores are accepted and recorded on the students' permanent record (but not mandatory for graduation) Their may be achievement awards in each subject area for receiving a particular score as set by the State Board of Education Max M cGee hopes the PSAE results will be used a a hiring tool Max McGee feels that "if... [students] are being taught to the standards as every school should be, then the PSAE will provide a challenge..." Govenor Ryan thinks that combining the three components may provide students with better information as they decide on their futures Audience: This press release was intended for any educator or administrator at the high school level, especially those that have direct impact on juniors.

Week 4

Small Group Discussion

TOPIC: What is the difference between validity and reliability in your assessments? Why are they important?

We all agreed that the validity and reliabilty are very difficult subjects for eductors to consider. It is difficult to make sure that both of these are done, when we simply want to know if our students are learning and how we can reteach if the students need help. It is also difficult it is to create assessments that are both valid and reliable. It seems that reliability is the easier of the two to consistently measure. There aren't as many weight issue involving reliability. It is easy to see that a student is reliably doing well on tests assessing math skills. What is much harder to see is if those tests are really assessing those specific math skill, if other factors are influencing the score (i.e. reading skills) and whether their are any other consequences of the assessment.

Zan thought that reliability was one of the factors that individual teachers do have a control over! Whether the test is too long/short, whether there are short stretching breaks in long tests, whether a student got into a fight at recess before the test. Whether his mom got beat up by her boyfriend last night. These are factors that the teacher should be aware of and take into consideration when reviewing the results of the assessment.

We agreed that validity is what the standardize test makers should be concerned with, especially the interpretation of the results of the tests. This occurs when results of ISAT and the IOWA Basic test are sent back to us. We take the results, restructure our teaching and try for different/better results next year.

These issues reminded Melissa of a recent news item. It seems that the winners of the Scripps-Howard Spelling Bee in recent years have all been home-schooled. The news reports made a big deal about this and it seemed to suggest that home-schooled students were smarter/better educated then other students. The reporters are looking at reliability issues- these student consistently win the spelling bee. But issues of validity, are ignored- are the students only studying spelling in order to succeed at this contest and, as a consequence are lacking in other skills and knowledge? Obviously, the reporters are not seriously studying all of the issues involved with the spelling bee, but it does relate to the issues in this chapter.

Why are these issues so important? The most important reason is because we want to know what our students are learning! We want to be able to say they can do this and why we can prove it. If they can't do something, we want to be able to adjust so they can learn. Tammy does not penalize students for misspelling words, grammar, etc. on questions on science tests. The purpose of the test is to assess science content, not English skills. She tells her students not to worry unless she can't tell what they are talking about. Zan thinks it is also important for communication between teachers. We can help each other with this interpretation. We are sharing right now!

Questions: how does guessing affect the validity of multiple choice tests? I might be a good guesser, but still not know the material tested. Some tests penalize wrong answers, others don't. How do these different ways of scoring change the validity of the test? And what about those who guess the pattern in multiple choice test? Tammy remembers a student being disqualified from winning a JETS competition in high school. She was always impressed that he had been "smart enough" to figure out the pattern. Sure he was smart, but he wasn't being assessed on finding the pattern.
The Cognitive Ability Tests that were recently given at Tammy school only had
one test form. Now that we am aware of reliability and validity, we wonder how this test would rate.

Week 4
Small Group Discussion	TOPIC: What is the difference between validity and reliability in your assessments? Why are they important? We all agreed that the validity and reliabilty are very difficult subjects for eductors to consider. It is difficult to make sure that both of these are done, when we simply want to know if our students are learning and how we can reteach if the students need help. It is also difficult it is to create assessments that are both valid and reliable. It seems that reliability is the easier of the two to consistently measure. There aren't as many weight issue involving reliability. It is easy to see that a student is reliably doing well on tests assessing math skills. What is much harder to see is if those tests are really assessing those specific math skill, if other factors are influencing the score (i.e. reading skills) and whether their are any other consequences of the assessment. Zan thought that reliability was one of the factors that individual teachers do have a control over! Whether the test is too long/short, whether there are short stretching breaks in long tests, whether a student got into a fight at recess before the test. Whether his mom got beat up by her boyfriend last night. These are factors that the teacher should be aware of and take into consideration when reviewing the results of the assessment. We agreed that validity is what the standardize test makers should be concerned with, especially the interpretation of the results of the tests. This occurs when results of ISAT and the IOWA Basic test are sent back to us. We take the results, restructure our teaching and try for different/better results next year. These issues reminded Melissa of a recent news item. It seems that the winners of the Scripps-Howard Spelling Bee in recent years have all been home-schooled. The news reports made a big deal about this and it seemed to suggest that home-schooled students were smarter/better educated then other students. The reporters are looking at reliability issues- these student consistently win the spelling bee. But issues of validity, are ignored- are the students only studying spelling in order to succeed at this contest and, as a consequence are lacking in other skills and knowledge? Obviously, the reporters are not seriously studying all of the issues involved with the spelling bee, but it does relate to the issues in this chapter. Why are these issues so important? The most important reason is because we want to know what our students are learning! We want to be able to say they can do this and why we can prove it. If they can't do something, we want to be able to adjust so they can learn. Tammy does not penalize students for misspelling words, grammar, etc. on questions on science tests. The purpose of the test is to assess science content, not English skills. She tells her students not to worry unless she can't tell what they are talking about. Zan thinks it is also important for communication between teachers. We can help each other with this interpretation. We are sharing right now! Questions: how does guessing affect the validity of multiple choice tests? I might be a good guesser, but still not know the material tested. Some tests penalize wrong answers, others don't. How do these different ways of scoring change the validity of the test? And what about those who guess the pattern in multiple choice test? Tammy remembers a student being disqualified from winning a JETS competition in high school. She was always impressed that he had been "smart enough" to figure out the pattern. Sure he was smart, but he wasn't being assessed on finding the pattern. The Cognitive Ability Tests that were recently given at Tammy school only had one test form. Now that we am aware of reliability and validity, we wonder how this test would rate.

Week 5

Small Group Discussion

Topic: Since the passing of the American with Disabilities Act of 1990, what assessment methods have you been using in your classrooms to accommodate students with learning and physical disabilities? Do they coincide with Mastergeorge & Miyoshi's guidelines?

Tammy - Northwest School, Lincoln Elem Dist 27.
Melissa - Lake Park High School Dist. 108
Bryan - Leyden High Schools District 212
Zan - Pekin Public Schools District 108

Summary:
Our group seems to be rather divided regarding this topic, especially because of the very different relationships each of us has with students with learning and physical disabilities. Tammy has a number of these students in her classes with help from a second teacher. Zan works with two self-contained special education classes, a variety of resource students, and some students taking prescribed medications. Melissa and Bryan only have those students that have been "main-streamed" into their classes. Because of these different situations, each of us implements a wide range of assessment methods to accomodate her/his students. Tammy seems to have directly implemented the most types of accomodations that adhere to the Mastergeorge & Miyoshi guidelines (see her list below). Zan adjusts her requirements related to the time that the students she works with have, although scheduling seems to prevent her from providing any additional time. Melissa seems to only provide accomodations suggested to her by students' caseworkers, which she usually has to approach first. Bryan does not really implement any special assessment methods unless directly instructed to do so by a special education teacher (which does not happen very often since the students he has are supposed to be making the transition to a main-streamed environment). Some of his students do, however, have a resource period during which they may be receiving additional help from another teacher or just time to finish their work. Although each situation is different, the bottom line is that each school and/or district has some plan to provide the proper assessment methods to accomodate those students with learning and physical disabilities.

Tammy:
After reading the article, I feel really good about how my school handles
students with disabilities. Although there are no severe disabilities in
the building, we do have a self contained LD room. The students leave that
room for inclusion. The 4th graders come to my room. A second teacher is
in the room during science inclusion. We give the 4 LD students as well as
one of my lowest students an extra boost by following some of the
suggestions in the article.

The students listen to the chapter additional time on a tape.
Homework is often modified - less required - or they work as a small group
with the LD teacher.
Students review lesson in LD room in a small group at a later time.
Students often dictate answers for assignments.
Copies of group work are made for the student receiving physical therapy
for his hand.
The teacher highlights key points in the book with an orange marker (vocab
words are already yellow).
Tests are rewritten - less answer choices, more spacing, etc.
The tests are read to these students in another room away from distractions.
Directions are read aloud.
More time is given to students if needed.
Slower paced lessons.
Students sit closer to the front of the room during instruction.
Standardized tests are read to students with IEPs.

Other ways I have helped "slow learners", LD students, etc.
Multiplication tables made available.
Students with poor motor skills have been allowed to type spelling tests.
Markers given to students to help follow words sung in inclusion music class.
Peer tutoring.

Zan:
I especially liked the idea that there was documentation in the IEP for why
the changes in assessment need to take place. That makes it more
comfortable for the classroom teacher to speak with students and parents
when assessment is discussed. (Sec. 1414 (d) (v) (II)

I found the whole guidelines section extremely frustrating. As a former
classroom teacher, that would have been overwhelming for me. Thankfully,
we have special education teachers who help us with this. I do not have my
special education degree and would feel uncomfortable doing this without
consultation.

I use the "access opportunities" as my assessment. In technology, exposure
and the students' ability to use it are easily observable. I do need to be
more creative in how to document what they can do by themselves, with a
peer and with adult help.
(Being a visual person, I loved the chart and even printed it out!)

I feel strongly that the "testing accommodations" need to be available for
all students who might have a variety of "bad test day syndromes." (Table 1)

While the test case was very helpful, it is certainly not practical for
classroom teachers without assistants! I do have to admit that I am going
to make a copy for our STAT (Student Teacher Assistance Teams) team. This
team of teachers meets monthly to make recommendations for adaptations in
the classrooms for students who are having learning problems. What great
accommodations! I can't allow more time for self contained classes,
because of scheduling, but I don't expect as much work to be completed in
the same time frame. I work with two self-contained special education
classrooms. I also work with multiple resource students and students on
medication for ADD and/or ADHD.

The checklist on pages 25, 26 and 27 made this whole article worthwhile!
This is what I will use to make sure that assessments do coincide with
Mastergeorge & Miyoshi's guidelines.

Melissa:
I agree with Tammy- I think my school does a good job of identifying
students with disabilities. We have a self-contained TMH/EMH classroom
and self- contained BD. WE have many resources rooms and some
self-contained LD classes that meet for specifc periods and courses,
but most LD students are mainstreamed into the regular classroom. We
have many aids, which is especially helpful for the basic classes where
many of these students are placed.

Sometimes communication between the special ed and regular teachers is
lacking. We are not always told how to accomodate or what the disability
is, but if we ask we are helped. For instance- I had a spec ed kid who
had a brain tumor, walked with a cane and had trouble processing. He kept
coming to class late at the beginning of the year, which I assumed was
because of his mobility problem. When I mentioned this to his
caseworker, I found out he was just lazy and taking advantage of me. He
was never again tardy. I wish I had know exactly how to accomodate (or
not accomodate) his needs earlier.

Like Zan, I am also intersted in accomodating those students who do not
have a lable, but may need a little extra help for whatever reason. Many
of the guidlines M&M list are just good teaching strategies that can be
used for any kid. We all should accomodate as needed. Last week one of
my senior's mom died very suddenly. I have him in an elective class- is
it really important that he make up the Internet search that we did in
class while he was gone? By looking at what he has been through and the
amount of work he will have to makeup in other classes- no.

I would be interested in knowing what the state's alternative
assessments look like. How do they test life skills???

Bryan:
We are fortunate in my school district to have an outstanding special education department. Although I am not familiar with all of their roles and responsibilities, I do know and understand how main stream teachers can interact with them. Every special education student is assigned to a primary special education teacher (how, I'm not sure). The complete listing of those assignments (along with some helpful notes describing how best to accomodate each student) is distributed to all teachers so that they may know which of their students may need special accomodations. This also provides the teachers with an immediate contact/support person for each special education student should they need it.

In addition to this notification, teachers periodically receive and are asked to fill out department generated forms regarding their special education students. Items include attendance records, homework habits, class work habits, group work habits, and any other comments or suggestions related to the learning process for these students. There are even times when teachers are asked to attend student's IEP hearings.

Another key component to providing our special education students with the best possible learning opportunities includes the use of a resource period. If needed, a student can be assigned to a resource class for one or more periods during the day. That resource period is staffed by members of the special education department and support-aides who can provide the students with extra help and/or extra time to complete their work.

One final component of our special education department is the use of various specialists that come to our schools and assist the faculty in providing the best possible access and learning opportunities. They vary from language and communication specialists to psychologists. We even have one specialist that works with customized technologies to help those students who would otherwise have no way to communicate.

Although our special education department does such a great job, I now realize that I may need to take a closer look at how "fair" my assessments are for those students that have been main-streamed into my classes. Although one of the special education department's main goals is to help their students ease into a complete main-streamed learning environment, there may be situations in which I am not accomodating some of those students as I maybe should be.

Major Project - Stage 2
Link to Major Project here

Week 5
Small Group Discussion	Topic: Since the passing of the American with Disabilities Act of 1990, what assessment methods have you been using in your classrooms to accommodate students with learning and physical disabilities? Do they coincide with Mastergeorge & Miyoshi's guidelines? Tammy - Northwest School, Lincoln Elem Dist 27. Melissa - Lake Park High School Dist. 108 Bryan - Leyden High Schools District 212 Zan - Pekin Public Schools District 108 Summary: Our group seems to be rather divided regarding this topic, especially because of the very different relationships each of us has with students with learning and physical disabilities. Tammy has a number of these students in her classes with help from a second teacher. Zan works with two self-contained special education classes, a variety of resource students, and some students taking prescribed medications. Melissa and Bryan only have those students that have been "main-streamed" into their classes. Because of these different situations, each of us implements a wide range of assessment methods to accomodate her/his students. Tammy seems to have directly implemented the most types of accomodations that adhere to the Mastergeorge & Miyoshi guidelines (see her list below). Zan adjusts her requirements related to the time that the students she works with have, although scheduling seems to prevent her from providing any additional time. Melissa seems to only provide accomodations suggested to her by students' caseworkers, which she usually has to approach first. Bryan does not really implement any special assessment methods unless directly instructed to do so by a special education teacher (which does not happen very often since the students he has are supposed to be making the transition to a main-streamed environment). Some of his students do, however, have a resource period during which they may be receiving additional help from another teacher or just time to finish their work. Although each situation is different, the bottom line is that each school and/or district has some plan to provide the proper assessment methods to accomodate those students with learning and physical disabilities. Tammy: After reading the article, I feel really good about how my school handles students with disabilities. Although there are no severe disabilities in the building, we do have a self contained LD room. The students leave that room for inclusion. The 4th graders come to my room. A second teacher is in the room during science inclusion. We give the 4 LD students as well as one of my lowest students an extra boost by following some of the suggestions in the article. The students listen to the chapter additional time on a tape. Homework is often modified - less required - or they work as a small group with the LD teacher. Students review lesson in LD room in a small group at a later time. Students often dictate answers for assignments. Copies of group work are made for the student receiving physical therapy for his hand. The teacher highlights key points in the book with an orange marker (vocab words are already yellow). Tests are rewritten - less answer choices, more spacing, etc. The tests are read to these students in another room away from distractions. Directions are read aloud. More time is given to students if needed. Slower paced lessons. Students sit closer to the front of the room during instruction. Standardized tests are read to students with IEPs. Other ways I have helped "slow learners", LD students, etc. Multiplication tables made available. Students with poor motor skills have been allowed to type spelling tests. Markers given to students to help follow words sung in inclusion music class. Peer tutoring. Zan: I especially liked the idea that there was documentation in the IEP for why the changes in assessment need to take place. That makes it more comfortable for the classroom teacher to speak with students and parents when assessment is discussed. (Sec. 1414 (d) (v) (II) I found the whole guidelines section extremely frustrating. As a former classroom teacher, that would have been overwhelming for me. Thankfully, we have special education teachers who help us with this. I do not have my special education degree and would feel uncomfortable doing this without consultation. I use the "access opportunities" as my assessment. In technology, exposure and the students' ability to use it are easily observable. I do need to be more creative in how to document what they can do by themselves, with a peer and with adult help. (Being a visual person, I loved the chart and even printed it out!) I feel strongly that the "testing accommodations" need to be available for all students who might have a variety of "bad test day syndromes." (Table 1) While the test case was very helpful, it is certainly not practical for classroom teachers without assistants! I do have to admit that I am going to make a copy for our STAT (Student Teacher Assistance Teams) team. This team of teachers meets monthly to make recommendations for adaptations in the classrooms for students who are having learning problems. What great accommodations! I can't allow more time for self contained classes, because of scheduling, but I don't expect as much work to be completed in the same time frame. I work with two self-contained special education classrooms. I also work with multiple resource students and students on medication for ADD and/or ADHD. The checklist on pages 25, 26 and 27 made this whole article worthwhile! This is what I will use to make sure that assessments do coincide with Mastergeorge & Miyoshi's guidelines. Melissa: I agree with Tammy- I think my school does a good job of identifying students with disabilities. We have a self-contained TMH/EMH classroom and self- contained BD. WE have many resources rooms and some self-contained LD classes that meet for specifc periods and courses, but most LD students are mainstreamed into the regular classroom. We have many aids, which is especially helpful for the basic classes where many of these students are placed. Sometimes communication between the special ed and regular teachers is lacking. We are not always told how to accomodate or what the disability is, but if we ask we are helped. For instance- I had a spec ed kid who had a brain tumor, walked with a cane and had trouble processing. He kept coming to class late at the beginning of the year, which I assumed was because of his mobility problem. When I mentioned this to his caseworker, I found out he was just lazy and taking advantage of me. He was never again tardy. I wish I had know exactly how to accomodate (or not accomodate) his needs earlier. Like Zan, I am also intersted in accomodating those students who do not have a lable, but may need a little extra help for whatever reason. Many of the guidlines M&M list are just good teaching strategies that can be used for any kid. We all should accomodate as needed. Last week one of my senior's mom died very suddenly. I have him in an elective class- is it really important that he make up the Internet search that we did in class while he was gone? By looking at what he has been through and the amount of work he will have to makeup in other classes- no. I would be interested in knowing what the state's alternative assessments look like. How do they test life skills??? Bryan: We are fortunate in my school district to have an outstanding special education department. Although I am not familiar with all of their roles and responsibilities, I do know and understand how main stream teachers can interact with them. Every special education student is assigned to a primary special education teacher (how, I'm not sure). The complete listing of those assignments (along with some helpful notes describing how best to accomodate each student) is distributed to all teachers so that they may know which of their students may need special accomodations. This also provides the teachers with an immediate contact/support person for each special education student should they need it. In addition to this notification, teachers periodically receive and are asked to fill out department generated forms regarding their special education students. Items include attendance records, homework habits, class work habits, group work habits, and any other comments or suggestions related to the learning process for these students. There are even times when teachers are asked to attend student's IEP hearings. Another key component to providing our special education students with the best possible learning opportunities includes the use of a resource period. If needed, a student can be assigned to a resource class for one or more periods during the day. That resource period is staffed by members of the special education department and support-aides who can provide the students with extra help and/or extra time to complete their work. One final component of our special education department is the use of various specialists that come to our schools and assist the faculty in providing the best possible access and learning opportunities. They vary from language and communication specialists to psychologists. We even have one specialist that works with customized technologies to help those students who would otherwise have no way to communicate. Although our special education department does such a great job, I now realize that I may need to take a closer look at how "fair" my assessments are for those students that have been main-streamed into my classes. Although one of the special education department's main goals is to help their students ease into a complete main-streamed learning environment, there may be situations in which I am not accomodating some of those students as I maybe should be.
Major Project - Stage 2	Link to Major Project here

Week 6

Small Group Discussion

TOPIC: Methods to assess group work

Summary: http://lrs.ed.uiuc.edu/students/zbrixey/EdPsy490asa/group.htm#Week%206

Week 6
Small Group Discussion	TOPIC: Methods to assess group work Summary: http://lrs.ed.uiuc.edu/students/zbrixey/EdPsy490asa/group.htm#Week%206

Week 7

Individual Assignment

TOPIC: Part 1) Look at the Interactive Paper Project database (IPP) and write a brief summary of how this type of web-based interactive tool could be useful for assessing essay questions or conducting peer reviews. Post your summary or URL to your summary in C-Base.

Summary:
This tool could be useful for conducting peer reviews because it appears to allow the author of the document to insert commentary sections in very specific locations. Instead of asking a student to read or review an entire document, that student could be directed to provide feedback on specific portions of the document. This process would guide the students to focus on key ideas within the document, as well as on the overall document itself. I have found in my own experiences that when I ask a student to review another student's work, they usually only comment on the overall piece and only use generalities instead of specifics. Using an interactive paper might help generate more complete commentary, better discussions, and better learning experiences for the students.

I do think that the current format of the IPP does have a limitation, however. Because all of the comments are available, some students may choose to read and borrow those comments instead of generating their own original ideas. If those studetns were reading the comments to strengthen their own ideas, that would be great, but there would be little way that the teacher could tell.

Part 2) enter a comment into one of the interactive papers listed in the IPP, then in C-Base tell me which paper you commented on. Sun 15

I have added my comments to the Instructional Design text unit of the CTER OnLine: Evaluation of an online master of education focusing on curriculum, technology and education reform.

Week 7
Individual Assignment	TOPIC: Part 1) Look at the Interactive Paper Project database (IPP) and write a brief summary of how this type of web-based interactive tool could be useful for assessing essay questions or conducting peer reviews. Post your summary or URL to your summary in C-Base. Summary: This tool could be useful for conducting peer reviews because it appears to allow the author of the document to insert commentary sections in very specific locations. Instead of asking a student to read or review an entire document, that student could be directed to provide feedback on specific portions of the document. This process would guide the students to focus on key ideas within the document, as well as on the overall document itself. I have found in my own experiences that when I ask a student to review another student's work, they usually only comment on the overall piece and only use generalities instead of specifics. Using an interactive paper might help generate more complete commentary, better discussions, and better learning experiences for the students. I do think that the current format of the IPP does have a limitation, however. Because all of the comments are available, some students may choose to read and borrow those comments instead of generating their own original ideas. If those studetns were reading the comments to strengthen their own ideas, that would be great, but there would be little way that the teacher could tell. Part 2) enter a comment into one of the interactive papers listed in the IPP, then in C-Base tell me which paper you commented on. Sun 15 I have added my comments to the Instructional Design text unit of the CTER OnLine: Evaluation of an online master of education focusing on curriculum, technology and education reform.

Week 8

Small Group Assignment

TOPIC: Each group should create a rubric that you will use to conduct a peer review of a group member's Major Project draft that will be posted in week 10. Post the URL of your rubric into the C-Base Wk 8 Rubric Assignment

CHEFs rubric: http://lrs.ed.uiuc.edu/students/tbarcalow/490asa/RubricChanges.htm

Week 8
Small Group Assignment	TOPIC: Each group should create a rubric that you will use to conduct a peer review of a group member's Major Project draft that will be posted in week 10. Post the URL of your rubric into the C-Base Wk 8 Rubric Assignment CHEFs rubric: http://lrs.ed.uiuc.edu/students/tbarcalow/490asa/RubricChanges.htm

Week 9

Small Group Assignment

TOPIC: Discuss how you would grade a student's portfolio with your group. Come up with an outline and post it to WebBoard.

CHEFs ideas are here