Participants will create or significantly revise an assignment/activity for a course or other professional activity, place it within the context of MILT and other learning goals, describe resources that will need to be in place to support learning, and outline a plan to incorporate feedback and assessment practices.
- You might draw on the springboard resources that we’ve provided within the Badges tab on Moodle as part of your process in revising an existing assignment/activity, or in creating a new assignment/activity.
- The artifact you share – a document, a video, a slideshow, a blog post – will include the following elements:
- a distinct name for the activity/assignment
- a brief narrative placing the activity/assignment within the context of your course/professional setting; for example, addressing:
- MILT and other learning goals
- how you intend the assignment to provoke learning
- what resources/supports for learning will need to be available, and
- plans for how learners will gather feedback from peers and from you as part of developing/completing the proposed assignment/activity.
- You will share this artifact with seminar participants – and with any other readers you wish to seek out beyond the seminar – to gather reader responses to two feedback questions you include at the end of the Peer Feedback & Self-Assessment Grid that will be included as the final page of your document.
- Naming the document you upload: use just your name with ‘AssignBadge” as the short title, which will help readers in keeping track of whose work and which work they’re reading. For example, Alex’s document would be named Alex AssignBadge.
- As part of revision, you will offer feedback to at least two other seminar participants.
- Drawing on feedback you’ve given and gathered, reflect on and revise your own creation, then post the revised artifact with an updated Peer Feedback & Self-Assessment Grid to the Assignment Creation Badge Folder for final review by course instructors and peers.
Badge Assessment Springboard Readings and Criteria:
- Assignment Badge Springboard Readings – titles of and links to four springboards included in this document.
- Assignment Checklists for Self-Assessment – a word document version of the Checklist text included below.
Assessment Criteria – From Checklist III, posted below, the polished document will meet 5 of 7 listed criteria to earn the badge; and from Checklist IV, also below, the document will meet 6 of 9 listed criteria items.
ASSIGNMENT CHECKLIST III: MILT ASSIGNMENT CREATION
For Badge Self-Assessment if you choose Checklist III -Use tick boxes in the original
document to indicate what you see your assignment enacting, then compose 2-3 paragraphs to describe
how your assignment works to enact these principles.
ENCOURAGES STUDENT-FACULTY CONTACT – How and when will you offer feedback to students while they work on the assignment? Are the types and timing of feedback clear to students? Are the methods of contact varied?
ENCOURAGES COOPERATION AMONG STUDENTS – And are the methods of cooperation spelled out? Skills necessary for successful cooperative work built into the course? and/or clearly set out in worksheets that support this portion of the assignment?
ENCOURAGES ACTIVE LEARNING – How does this assignment involve students in using skills related to the field of study? In what ways might the students interact — during classtime — so that they pool skills when taking on the more difficult phases/aspects of the assignment? What active learning strategies can you draw into the assignment design in order to save you time while also boosting student skill development/analysis skills?
OUTLINES FEEDBACK ROUTES & TIMING – Does the assignment help make clear who’s responding and when and why and in what manner a person will respond?
INCORPORATES TIMELINE & LINKS TO COURSE GOALS – Does the assignment sheet not only invoke due dates but also lets students in on ways in which the assignment links to course goals and outcomes/objectives?
COMMUNICATES (HIGH) EXPECTATIONS – Does the assignment sheet reflect your own high expectations for students, as based on your teaching philosophy or other statements about what you want students to gain from engagement with this course?
RESPECTS DIVERSE TALENTS & WAYS OF LEARNING – What are the ways in which the assignment does/might draw on a range of student skills? What are the range of ways in which teacher and peers might vary means of responding to student work, especially if the assignment itself focuses on development of a particular skill or emphasizes a particular learning style?
and…PRESENTATION OF ASSIGNMENT – How does the assignment sheet LOOK and how are segments/sequencing of the assignment presented in print? How will students be introduced orally to the assignment?
ASSIGNMENT CHECKLIST IV: MILT ASSIGNMENT CREATION
For Badge Self-Assessment if you choose Checklist IV: Tick the 0-3 boxes for each item listed, and compose a short response addressing why you’ve selected a particular “ranking.”
|Negative characteristic||0||1||2||3||Positive characteristic||Comments/ Suggestions|
|Is not representative of authentic work in the discipline||Represents authentic work in the discipline|
|Requires low Bloom’s level of cognition||Requires higher order thinking (see this Bloom’s Taxonomy chart or this pg. 3 grid)|
|Promotes superficial/little discussion||Promotes deep/ extensive discussion|
|Ignores prior knowledge||Exposes prior knowledge|
|Does not promote development of complex organization of information||Promotes development of complex organization of information|
|Can be completed at high level by individual effort||Requires supportive community effort for completion at high level|
|Has little potential for motivating diverse students to learn||Has high potential for motivating diverse students to learn|
|Does not recognize or accommodate difference||Accommodates and leverages difference|
|Provides no opportunity for reflection or metacognition||Provides substantial opportunity for reflection or metacognition|
Checklist created by Dr. Robin Wright, Dept of Biology Teaching & Learning, UMinnesota