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Enoch Hale

New effort aims to standardize faculty-driven review of student work | InsideHigherEd - 0 views

www.insidehighered.com/...lty-driven-review-student-work

resources higher education assessment

shared by Enoch Hale on 25 Sep 15 - No Cached
  • Campbell also said that the project will be much more significant if it ultimately shows whether students' skills improve over time. "If you don't have some kind of comparison of change, showing what they could do when they came in and when they left," she said, "it may do exactly what the rankings do: reinforce the reality that great students produce great work, and great institutions have great students."
  • Arum said the AAC&U/SHEEO approach has the potential to be one of "multiple indicators" that higher education institutions and policy makers eventually embrace to understand student learning. "No one measure is going to be sufficient to capture student learning performance outcomes," he said. "Responsible parties know there's a place for multiple measures, multiple approaches." Campbell, of Teachers College, agrees that "because [student learning] is such a complicated issue, any one method is going to have complications and potential limitations"
  • The Results The faculty participants scored the thousands of samples of work (which all came from students who had completed at least 75 percent of their course work) in three key learning outcome areas: critical thinking, written communication and quantitative literacy. Like several other recent studies of student learning, including Academically Adrift, the results are not particularly heartening. A few examples: Fewer than a third of student assignments from four-year institutions earned a score of three or four on the four-point rubric for the critical thinking skill of "using evidence to investigate a point of view or reach a conclusion." Nearly four in 10 work samples from four-year colleges scored a zero or one on how well students "analyzed the influence of context and assumptions" to draw conclusions. While nearly half of student work from two-year colleges earned a three or four on "content development" in written communication, only about a third scored that high on their use of sources and evidence. Fewer than half of the work from four-year colleges and a third of student work from two-year colleges scored a three or four on making judgments and drawing "appropriate conclusions based on quantitative analysis of data."
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  • After her training in using the VALUE rubrics, Mullaney gathered nine faculty members on her campus to be the core of the two-year college's project group. They were previously unfamiliar with the rubrics, she says, but together they "went through them with a fine-toothed comb" and agreed "that these rubrics do represent an accurate way to assess these skills." The professors brought in their own (and their colleagues') assignments to see how well (or poorly) they aligned with the rubrics, Mullaney said. "Sometimes their assignments were missing things, but they could easily add them in and make them better." The last step of the process at the institutional level, she said, was gathering a representative sample of student work, so that it came from all of CCRI's four campuses and 18 different disciplines, and mirrored the gender, racial and ethnic demographics and age of the community college's student body. Similar efforts went on at the other 60-odd campuses.
  • "I might have thought so before, but through this process our faculty has really connected with the idea that this is about student learning," she said. "When they see areas of weakness, I think they'll say, 'Wow, OK, how can we address this? What kinds of teaching strategies can we use?'"
  • Enoch Hale on 25 Sep 15
     
    Assessment: What are students really learning?
Tom Woodward

A presentation format for deeper student questioning and universal engagement | emergen... - 0 views

emergentmath.com/...oning-and-universal-engagement

questioning presentation student engagement presenting pattern

shared by Tom Woodward on 06 May 16 - No Cached
  • Tom Woodward on 06 May 16
     
    "Students presented their work. They had about 30 seconds. A few students served as a panel (if we're sticking with "Shark Tank", these are your Mark Cubans, your Mr. Wonderfuls, etc.). The teacher had prepared a few scripted questions, which the panel asked psuedo-randomly. The presenters knew these questions ahead of time and had to be prepared to answer them. Students responded to the questions that were selected. The panelists convened with their groupmates to discuss the presenters' responses and to develop deeper, more probing questions. The presenters also had a couple minutes to regroup and confer. After convening, the panelists return to their station and ask the questions that they and their group came up with. The presenters respond. From this point, it becomes semi-conversational as all the panelists are interested in getting their question answered.he presenters then answered those questions, which were generally more specific in nature and based on the initial responses of the presenters."
Enoch Hale

Why 'Nudges' to Help Students Succeed Are Catching On - The Chronicle of Higher Education - 2 views

chronicle.com/...235101

students chronicle higher education articles

shared by Enoch Hale on 02 Feb 16 - No Cached
  • It can also be used to redesign systems so that they’re easier to navigate in the first place.
  • A nudge, like the text-message reminders that helped students make the transition to college, offers a workaround to help people get through a complex system,
  • A nudge, they explained, encourages — but does not mandate — a certain behavior: think putting healthier options at eye level in the cafeteria.
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  • Researchers have used a series of text messages like this one to "nudge" students to complete important tasks like filing the Free Application for Federal Student Aid. The researchers, Ben Castleman and
  • He says there are two aspects of behavioral work: trying to solve a behavioral problem, and doing so with a behavioral solution.
  • Social psychologists are interested in how people make sense of an experience, which can in turn direct their behavior.
  • "We begin a step back in the causal process," Mr. Walton says. As a result, social psychology’s interventions often strive to change how students see the social world around them, or actually change that world — for instance, by having teachers frame their feedback differently.
  • The approach is elegant, creative, and aligned with common sense.
  • It’s possible some people would argue that we act like completely rational beings, but probably not anyone who spends a lot of time around college students.
  • Given their low cost, behavioral solutions often appealing to funders and policy makers.
  • But the flip side of the coin is that such low-cost solutions cannot replace other, pricier efforts to improve college access and success.
  • Higher education presents a "perfect storm for the frailties of human reasoning," Mr. Kelly says. "The system often seems set up to frustrate people."
  • Critics of efforts to simplify or inform students’ choices often say that college isn’t meant to be easy. If someone cannot successfully apply for financial aid, maybe that person doesn’t belong in college. Researchers typically respond by saying they are working to help students through the pesky tasks on the periphery of going to college. Filing the Fafsa — which, incidentally, the most advantaged students don’t have to deal with — isn’t meant to be an admissions test.
  • Tom Woodward on 03 Feb 16
     
    I wish I could automate some things like this in rampages . . . like if you do a bare URL that doesn't link . . . I'd like to auto comment with some directions on how to make a link. Seems doable in terms of programming.
Tom Woodward

How Students Lead the Learning Experience at Democratic Schools | MindShift - 0 views

blogs.kqed.org/...perience-at-democratic-schools

weekly democracy freedom responsibility school

shared by Tom Woodward on 19 Oct 14 - No Cached
  • Tom Woodward on 19 Oct 14
     
    "The most significant responsibility at the school is that "you are responsible for what you make of your life," McCaig says. To graduate, students write and defend a thesis that they have "prepared themselves to become effective adults in the larger community." "
Mike Forder

Using Student Response Systems to build student's Academic Self Efficacy - 0 views

telic.wordpress.com/...tudents-academic-self-efficacy

shared by Mike Forder on 25 Apr 16 - No Cached
  • Mike Forder on 25 Apr 16
     
    "active learning feed" "active learning" "Student responses system" "polling" "large classes" "edtech" "instructional technology"
Tom Woodward

OLE self-assessment | Steve Ashby - 1 views

rampages.us/...ole-self-assessment

vcu ole quote faculty

shared by Tom Woodward on 16 Feb 15 - No Cached
  • Tom Woodward on 16 Feb 15
     
    "I'd say the biggest observation I've come across in the last couple weeks, is that the online co-learning model breaks down the barriers of the traditional teacher/student relationship. Collaborating, sharing, and building ideas and understanding through open discuss instead bland lecture (here's the information, learn it, regurgitate it for a test). Creating the open platform to express ideas, and then expand upon them with easy reference to the information on the web (i.e., youtube videos, spotify, etc.). The responsibility then lies with each of us (student and teacher) to clearly express our meaning, intention, interpretation, and understanding of material, and back it up with an openness to build on criticism, and defend our viewpoint. And as we've discussed, they, the students, have full ownership of their work, so they may use it for future reference, when needed. In a way, it's like what Beethoven, Debussy, and punk rock have done with music. Each in their own right said, screw the "rules" I'm going to create the music I feel is necessary. The music inside me." h/t to Joyce
Tom Woodward

These Misconceptions Are Keeping School in the 1960's | ThinkThankThunk - 3 views

shawncornally.com/wordpress

learning education student weekly

shared by Tom Woodward on 05 Feb 16 - No Cached
  • Tom Woodward on 05 Feb 16
     
    "The most important thing about BIG is that we know we're wrong. We don't know what a student should know. We can't predict the future. When working with a group, we allow the needs of the group to dictate the instruction and curated content we provide in response to the need. This has two effects: I like my job and am happier, and the students are never hidden from the planning of learning. "
Jonathan Becker

The ethos of our online academic team | The President's Corner - 1 views

blogging.snhu.edu/...os-of-our-online-academic-team

vcu_ooe highered online learning SNHU

shared by Jonathan Becker on 03 Jan 14 - No Cached
  • Jonathan Becker on 03 Jan 14
     
    "When we say students are customers I hope you know that we mean we have a responsibility to them not because they pay us but because they trust us with something they come to us not even quite knowing how to define but knowing they need. And as all of you have been witness to over the time we have been here our endeavors here are most certainly not simply about revenue. Nor is success simply defined by whether a student got a good grade.  Everything, the emphasis on academic quality and outcomes, the funds dedicated to making sure you have the resources you need, your personal and professional development, contradicts the naysayers."
sanamuah

Writing Syllabi Worth Reading | Tona Hangen - 2 views

www.tonahangen.com/...syllabusdesign

3rdspace teaching syllabus vcualtlab edtech

shared by sanamuah on 14 Jul 15 - No Cached
  • sanamuah on 14 Jul 15
     
    "Giving a syllabus a profound inside-out reorganization is more than just window dressing. It involves deep thought about your course content and how a student encounters it. Marshall McLuhan said, "the medium is the message" and while the traditional medium for a syllabus is a portrait-oriented 8.5×11 text document printed on paper and handed out the first day of class… it needn't be the only possibility.
Tom Woodward

the #swag syllabus - the #swag class - Medium - 0 views

medium.com/...the-swag-syllabus-69f41c636100

weekly syllabus cool medium example ole

shared by Tom Woodward on 24 Jan 15 - No Cached
  • mollybransone on 24 Jan 15
     
    Bet you never thought of the adjective "cool" when writing your syllabus. In case you want to start, this syllabus is very cool. I will be following this class as they publish their writing openly. I am optimistic that the teaching & learning will be pretty cool.
  • Tom Woodward on 14 Jul 15
     
    " This course is not one in which an instructor feeds you information and you regurgitate it for a good grade. You (the student) and I (the instructor) are almost certainly going to disagree on some things, and that's just fine (see the Grading section below). It's probably easiest to think of this course as a small, independent publication/think tank focused on the concept of 'cool'. Your job is to look carefully and thoughtfully at the world around you, and produce a series of essays that would help a potential reader understand your stance on what 'cool' means to you. You'll be using the process of writing and editing to help you define, and refine, that stance for yourself. You're also responsible for helping your fellow writers do the same. " h/t Stan
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