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Meghan Cureton

Do historians miss the ideals of assessment, as some have suggested? - 0 views

  • Grading Smarter, Not Harder
  • Their recent finding that many students don’t learn critical thinking in undergraduate history courses -- a challenge to history’s sales pitch that its graduates are finely tuned critical thinkers.
  • A panel of professors here urged a sizable crowd of colleagues to embrace not just grades but formative, ongoing assessment to gauge student learning or lack thereof in real(er) time.
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  • LASER, an acronym for Love history, Acquire and analyze information, Solve difficult problems, Envision new explanations, and Reveal what you know. Sourcing work, which Calder called a “threshold concept” in history, means asking students to evaluate the reliability of various historical texts. Who made it? When? Why? What value does it hold for historians, if any?
  • letter grades “do little to differentiate the level of student effort or the quality of student work or student growth over the course of a semester or program,”
  • to the idea of “transparency,” which they all agreed begins with articulating clear student learning goals -- for themselves and their classes.
  • Whatever the activity or assessment, Mintz said it needs to be aligned with a particular learning objective. Research suggests that the most effective activities and assessments when it comes to student learning are considered “authentic,” or those that mirror professional practice and address some meaningful question,
  • Project and performance-based assessments are much more likely to provide a “valid measure of student proficiencies and higher-order thinking skills than are multiple choice or short-answer questions,” Mintz continued. And evaluation needs to be based on a detailed rubric, he said, suggesting that students may help create these rubrics.
  • But “a paradigm shift is occurring in higher education,” Mintz said. “We all know this. We’re sifting from teaching to learning, shifting from a sink-or-swim mentality to a mentality where we have obligation to bring all students to minimum viable level of competency.” That is regardless of institution type, he said.
  • think of themselves as "learning architects" whose meaningful "forward-looking" assessment will be a "true learning opportunity" for students.
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    HT @cmtbasecamp
Bo Adams

Cathy N. Davidson "Now You See It: Why the Future of Higher Education Demands a Paradig... - 0 views

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    History of grades and multiple choice tests
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