Student Success Week returns in 2014, from October 6-10, 2014 for its second annual virtual conference.
The theme of this year’s conference is “Common Standards | Uncommon Feedback.” It will be a week of webcasts and activities that address the opportunities as well as challenges that institutions and educators face when attempting to balance the need to measure student success and provide targeted, differentiated, and “learner-focused” feedback. Certificates of Participation are provided, and all attendees are eligible for a daily drawing of $100 toward the project of their choice on DonorsChoose.org.
Featuring E. D. Hirsch, Jr., Founder of the Core Knowledge Foundation
What does the teaching of vocabulary have to do with social inequality? And, how does vocabulary size correlate to intelligence and real-world competence?
Join us for this unique conversation with noted and influential education reformer, E.D. Hirsch, Jr. as he shares with us his insights into the importance of content-based instruction and how the teaching of vocabulary--within the context of a cumulative and sequenced curriculum--can affect change in our educational system.
Featuring Zandree Stidham, Ph. D., Assistant Professor of Communications at the University of New Mexico, Los Alamos
Curious about how gamification can impact student motivation? Or engagement? What about gamification and assessment? What do we mean when we say "gamification" in the context of learning?
Zandree Stidham will share current research behind the gamification of learning, discuss the intersection of gaming and student engagement, and share strategies for deploying game-based approaches in the classroom.
Featuring Fay Zhong, Assistant Professor of Computer Science at CSU, East Bay
Team projects provide great opportunities for collaboration and group learning among students, while peer evaluation provides another avenue for enhancing critical thinking skills. The combination of the two is very effective in creating active learning environments, where students are engaged in both working and evaluating their own and others' work.
In this session, Jiaofei Zhong will share her experience bringing this exercise in combining group project work with peer evaluation into the context of computer programming courses. She will discuss the net effects that benefit students who are actors in their own process of learning course content and developing working skills with real-world applications.
Featuring Wayne Camara, Senior Vice President of Research at ACT
Some would argue that the Common Core State Standards and No Child Left Behind have placed undue emphasis on testing and assessment and student outcomes. What these arguments gloss over is the function of assessments--particularly when done properly--as a means of creating actionable feedback to enhance learning.
Join us for a conversation with Wayne Camara, the Senior Vice President, Research at ACT® as he shares insights into the connections, both present and future, between high-stakes assessment, feedback and standards. The interview will cover topics such as the importance of aligning assessment feedback to standards, how high-stakes assessment feedback might look in the near future and the benefits this poses for students.
Featuring Dennis Kessinger, National University
Today’s hyper-connected students are quite comfortable with multiple sources of digitally-based information that can saturate them with nearly instant information. The difficulty arises when this glut of information needs to be distilled into subject-matter skills that increases cognitive understanding and decreases mere reliance on data retrieval.
Join Dennis Kessinger for a discussion of a successful technique to apply to the learning process known as SIRV - Saturation, Incubation, Recognition, Validation - that leverages the wealth of online information into building cognitive and discernment skills.
Featuring Sean Tupa, Product Marketing Manager for Turnitin
What do students really think about the feedback that they receive? Do they find it helpful? Is it timely? What types of feedback do students most want to see?
Join us for a special student "feed back" session where we'll surface student insight into the approaches, strategies, and mediums that students find most effective in helping them improve their work. Turnitin's own Kenneth Balibalos and Sean Tupa will discuss findings based on a 2014 survey of over 3000 students conducted by Turnitin.
Featuring Elizabeth B. Connell, Richard Stockton College of New Jersey
Communication between teachers and students are shifting rapidly from paper to the digital medium. Such a fast and strong transition, though, provokes one to question whether or not these changes are beneficial for students.
Elizabeth Connell, an instructor of writing in the health sciences at The Richard Stockton College of New Jersey, will discuss her experiences and experiments in dealing with these questions. Her talk will cover a range of exciting topics, including the intriguing results of a study she conducted with her students to examine their behaviors and reactions to reading teacher feedback online, as opposed to handwritten comments on paper.
Featuring Jessica Kehinde Ngo and Julie Taiwo Oni
Ever feel like the international students in your classroom are not receiving the type of feedback they need to become better writers? Teaching writing to college freshmen in Los Angeles, we encounter a large population of foreign students.
Though emailing feedback to international students and writing in the margins of their papers can be useful tools, most drastic improvement these students make in their writing comes after meeting one-on-one. Relying on their personal experience as writing instructors as well as thorough research, Jessica Kehinde Ngo and Julie Taiwo Oni will examine the issue (better writing feedback needed for international students) as well as the solution (one-on-one student-faculty conferences).
Featuring Elijah Mayfield, founder and CEO, LightSide Labs
On the topic of automated essay scoring, Elijah Mayfield writes in a recent EdSurge piece, "Automated essay scoring is one of the most controversial applications of 'big data' in edtech research. Writing is a deeply creative, emotive and personal endeavor. The idea that an objective, calculated algorithm is able to “grade” a student’s composition understandably makes people nervous."
Join us for special interview with Elijah Mayfield as he discusses advances in the field of automated essay scoring and the work of LightSide Labs, which has developed an approach for helping to facilitate the timing and efficacy of teacher-guided feedback by placing automated scoring in students' hands.
Featuring Kelley Brumbelow, Georgia Virtual School
In the midst of the information overload that students face, teachers may stuggle to compete for students' attention. And, hand-written paper comments may no longer be enough to engage students. Creating effective feedback--in this new context--means trying different approaches, especially new technologies, to meet the needs of today's digitally-oriented students.
In this session, Kelley Brumbelow shares her strategies for engaging students through the lens of her experience teaching in an online-only classroom. Brumbelow will discuss how setting expectations in Adobe Connect, how providing interactive Jing videos to show feedback, and how standardized rubrics (that don't change throughout a student's educational experience) all serve to increase the effectiveness of feedback.
Watch Webcasts from Last Year’s Student Success Week
Featuring Grant Wiggins, Authentic Education
Feedback. It is central to all learning, whether by young students or veteran teachers. With all the understandable focus on (and angst about) the Common Core Standards, it is vital to remind ourselves that high standards in any field are never met the first time. Thus, the quality of the feedback (and the opportunities to use it) become a central feature of effective instruction and improved learning. Grant Wiggins will explain what true feedback is and isn't, and how to ensure that students get more of it—without sacrificing achievement.
Featuring Melody Pickle, Kaplan University Writing Center
This session will discuss how using technology and proven online pedagogies for interaction and substantive student feedback increases student engagement in online learning. Specifically, this presentation demonstrates how Academic Support Centers develop web-based tutorials, offer personalized video feedback, provide live, online tutoring and workshop sessions to create learning spaces where both students and tutor are "present."
Featuring Stephanie Lewin-Hardy, Kean University
This session will explore ways to integrate assessment into one's lesson plan in order to grow as an educator and to be a more dynamic instructor. Learn how to utilize feedback effectively and develop skills to make learning a more effective and enjoyable experience.
Featuring Nancy Doorey, K-12 Center at ETS®
How can formative assessment processes and tools be used to adjust instruction based on individual student needs and improve student learning? This session will provide a framework for thinking about the various types of research-based formative assessment processes and tools now available, from teacher-student interactions to carefully crafted educational games with embedded formative assessments. In addition, vetted repositories of resources specifically aligned to the Common Core State Standards will be discussed.
Featuring Elizabeth Jones, Notre Dame of Maryland University
This session will provide real-world examples of expanding the use of rubric data to generate course-level assessments and to make program-level changes. Course-level examples examine development of critical thinking and comparison between online and face-to-face sections. Program-level example shows how rubric assessments allow a department to make actionable decisions.
Featuring a Panel of Students
This session will discuss the impact of the types and timing of feedback students receive as well as the feedback they find most meaningful and helpful. This discussion will be framed around a study of 1,000 students conducted by Turnitin entitled, "Closing the Gap: What Students Say About Instructor Feedback.