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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."
  • ...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?'"
  • Enoch Hale on 25 Sep 15
     
    Assessment: What are students really learning?
battistellij

Statisticians Found One Thing They Can Agree On: It's Time To Stop Misusing P-Values | ... - 1 views

fivethirtyeight.com/...time-to-stop-misusing-p-values

p-value VCUOLE

shared by battistellij on 11 Mar 16 - No Cached
  • battistellij on 11 Mar 16
     
    Little p-value What are you trying to say Of significance? — Stephen Ziliak, Roosevelt University economics professor How many statisticians does it take to ensure at least a 50 percent chanc…
Yin Wah Kreher

Federated Education: New Directions in Digital Collaboration | Hapgood - 2 views

hapgood.us/...tions-in-digital-collaboration

VCU

shared by Yin Wah Kreher on 27 Nov 14 - No Cached
  • And my sense is that this sort of thing happens almost every day — someone somewhere has the information or insight you need but you don’t have access to it. Ten years from now you’ll solve the problem you’re working on and tell me about the solution and I’ll tell you — Geez, I could have told you that 10 years ago. How does this happen? Why does communication break? One answer to that is right in front of us. This is a letter, addressed to one person who might find it interesting. Clarke couldn’t have addressed it to the folks at APL because he didn’t know they would be interested.
  • Carol Goman calls this phenomenon “Unconscious Competence”. You don’t know the value of what you know. It’s not just that Clarke didn’t send his letter to the right people. It’s that Clarke didn’t think there was that much of interest to tell. He sent out that letter, but for the ten years before that that he had had that idea, he didn’t send letters to anyone.
  • There’s a broad feeling that social media has solved this problem. I think it’s solved a lot of it. But as I think we’ll see, there’s a lot left to improve.
  • ...9 more annotations...
  • The first problem is that social media tends to get only a certain kind of idea down.
  • These platforms are conversational which makes us overly concerned with publishing interesting stuff.
  • But here’s the problem — I’m embedded within a pretty advanced group of people in educational technology. Ideas that we think are common might be revolutionary for others. But we’ll never produce posts or tweets about them because everyone in our clan already knows them.
  • And the stuff that we do produce assumes you share our background, so it’s not always readable outside our clan.
  • But for a nontrivial set of things if information is going to useful to the circles it moves to it is going to need to be recontextualized and reframed.
  • different technologies excel at different stages.
  • federated wiki which allows the sort of communal wiki experience, but also supports those earlier stages of the knowledge life cycle.
  • You’re looking for a system that produces what Polanyi called “spontaneous order”.
  • Minority voices are squelched, flame wars abound. We spend hours at a time as rats hitting the Skinner-esque levers of Twitter and Tumblr, hoping for new treats — and this might be OK if we actually then built off these things, but we don’t. We’re stuck in an attention economy feedback loop that doesn’t allow us silent spaces to reflect on issues without news pegs, and in which many of our areas of collaboration have become toxic, or worse, a toxic bureaucracy. We’re stuck in an attention economy feedback loop where we react to the reactions of reactions (while fearing further reactions), and then we wonder why we’re stuck with groupthink and ideological gridlock.
Tom Woodward

That Study Never Happened | ThinkThankThunk - 1 views

shawncornally.com/wordpress

learning metrics weekly

shared by Tom Woodward on 17 Jan 15 - No Cached
  • Tom Woodward on 17 Jan 15
     
    "If we've let the fickleness of history and public policy describe the bizarre set of standards (looking at you, Math) and therefore the metrics that we'll measure all students against, you'll end up with a system designed for those metrics. Instead, if you define your own measures, and actually study longitudinally their validity, we'll end up in a place where perhaps we'll value the emotional-intelligence development of a teenager above their ability to comply with outdated curricula. Maybe we'll come to value the nuance of entrepreneurial thought opposed to attempting to cram a line of reasoning they stole wholesale from Reddit into five paragraphs 20 minutes before the paper is due. "
sanamuah

Three Awesome Educational Games Hiding in Plain Sight | MindShift - 0 views

ww2.kqed.org/...al-games-hiding-in-plain-sight

shared by sanamuah on 01 Apr 15 - No Cached
  • Never Alone There’s little debate that games have not represented indigenous cultures well. As a result, it’s been best for students to learn about topics like Native America via traditional means. Never Alone, however, sets a precedent for respectful representation of indigenous people. It was co-developed with native Alaskans, and it illuminates Inupiat stories, themes and values, weaving into play important concepts like interconnectedness and valuable skills like cooperation. Best of all, it features documentary-style videos of the Inupiat people who provide first person context for the conceptual and cultural learning embedded in the game.
Jonathan Becker

Wrapping a MOOC: A Case Study in Blended Learning - 0 views

derekbruff.org/?p=2727&utm_source=dlvr.it&utm_medium=twitter

wrapping mooc vanderbilt bruff vcu_ooe

shared by Jonathan Becker on 30 Sep 13 - No Cached
  • Jonathan Becker on 30 Sep 13
     
    "Students appreciated the MOOC's ability to support structured, self-paced learning. Students often watched the short (10-to-15-minute) lecture videos at double speed with the captions turned on, at times that fit the students' schedules. Students described Andrew Ng as a highly effective lecturer, which added to the value of the lecture videos. Students did not actively participate in the discussion forums provided by the MOOC, choosing instead to use each other and Professor Fisher as resources when they needed help with the material. Occasionally, a student with a specific question would check to see if that question had already been asked and answered in the forums. It often was, and so the forums were a study resource for the students even if they didn't post to the forums themselves. Doug's students appreciated the in-class active learning facilitated by the "flipped" approach. By shifting explanatory lectures outside of class, class time was made available for more discussion, interaction, and application of that material. The students described Doug's role as "facilitator," guiding class discussions and making sure that every student understood the material. The biggest challenge identified by the students was a misalignment between the MOOC material and the additional readings Doug provided. These readings took the students beyond the introductory ideas presented in the MOOC, focusing on recent and seminar research in the field. The readings weren't designed for novices in the field, as Andrew Ng's lecture videos were, and they required "a different kind of learning," as one student put it. Nor did the readings always build on the week's MOOC content in clear ways."
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