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Jonathan Becker

The Next Great Hope for Measuring Learning - The Chronicle of Higher Education - 0 views

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    ""In terms of trying to assess authentic student learning," he says, "it's the most ambitious effort ever.""
Enoch Hale

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

  • 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."
  • ...2 more annotations...
  • 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?'"
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    Assessment: What are students really learning?
Joyce Kincannon

Criteria for Grades | Seminar in International Finance - 4 views

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    An interesting look at assessment in an Econ course.


    h/t Laura G.
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    "Criteria for Grades
    This course will revolve around exploring a question which is very current and for which there is no settled answer yet.  Therefore, we can't determine grades based on obtaining "the right answer" or even learning "the content."  There will be content to be learned, but learning content is not the point of the class, just a means to the end."
David Croteau

How to Assign and Grade a Multimedia Project | Teaching Commons - 0 views

  • So how do you make the assignment an effective and engaging learning experience for your students? And how do you evaluate the projects once they’re complete? The new Multimedia Best Practices and Rubric: A Guide to the What, Why, & How was designed to guide you through this often-daunting process to craft multimedia assignments that are beneficial, productive, and fun. Further, it helps you evaluate the different components of the projects based on a number of criteria no matter what the medium.
Joyce Kincannon

JOLT - Journal of Online Learning and Teaching - 0 views

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    1. For complex written assignments that require synthesis of material from the entire semester, divide the assignment into phases and have students submit interim deliverables for feedback.

    2. Use rubrics to guide student activity on the discussion board as well as in written assignments.

    3. For courses that teach dense, technical material, self-check quizzes can be very effective to oblige students to complete the required reading and help them (and instructors) gauge their understanding of the material.

    4. Make use of synchronous technologies, where appropriate. Many of the challenges instructors face when teaching online are the result of the distant, asynchronous nature of most online learning. Web conferencing and telephone conferencing can help "close the gap" that asynchronous communication introduces.

    5. Explore the use of peer-assessment strategies to foster community development and give students chances to learn through analyzing and critiquing the work of others. Rubrics are a must for this kind of activity.

    6. Look for appropriate opportunities to address the entire class so as to reduce the time spent giving the same feedback to multiple students. After a big assignment, post an announcement summarizing some of the trends in the submissions, along with recommendations for next steps. Maintain a "Q&A" discussion board to which students can post questions for everyone to see. Monitor the board regularly, but also urge students to assist one another when appropriate.
Joyce Kincannon

What is Authentic Assessment? (Authentic Assessment Toolbox) - 1 views

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    A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

    "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

    "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).
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