Posts Tagged ‘assessment strategies’
February 1 - Student Self-Assessment: A Sample Assignment
By: Maryellen Weimer, PhD in Teaching Professor Blog
For me examples are like pictures; worth a 1,000 words. In the previous post I wrote about the need to intervene in the development of student self-assessment skills, leaving the process less to chance and making it more the result of purposeful intervention. At a recent Teaching Professor Workshop, I saw an assignment that illustrates that kind of intervention. It was from a 100-level, Introduction to U.S. Government course, but is adaptable to any course. The assignment has two parts and they are the first and last pieces of work students complete in the course.
July 11 - Creating a Campus Culture That Values Assessment
By: Mary Bart in Educational Assessment
It is only a slight exaggeration to say that resistance to educational assessment comes from almost as many different sources as there are assessment tools, but in the end the reasons usually all boil down to three main issues:
- Lack of understanding of the value and importance of assessment
- Lack of resources to engage in assessment
- Fear of change and risk taking
January 12 - Short Answer Questions: A Great Middle Ground
By: Susan Codone, PhD in Educational Assessment
Stronger than multiple choice, yet not quite as revealing (or time consuming to grade) as the essay question, the short answer question offers a great middle ground – the chance to measure a student’s brief composition of facts, concepts, and attitudes in a paragraph or less.
January 4 - Improving Your Assessment Processes: Q&A with Linda Suskie
By: Rob Kelly in Educational Assessment
It’s a new year, but the same old challenges exist. Given today’s financial challenges, colleges and universities are all working harder than ever to be careful stewards of limited resources and to demonstrate their effectiveness to stakeholders, constituents, and the public.
April 7 - Effective Strategies for Reducing Test Anxiety
By: Todd Hamilton, PhD. in Educational Assessment, Effective Teaching Strategies
I don’t know why I didn’t see it before. After 10 years of teaching, I finally realize why students get so nervous about exams. It’s because taking an exam is a performance. It’s just like American Idol , when they are doing the first round of auditions. You can have great natural ability and sound terrific, but when the spotlight shines down as you stand in front of the judges and the TV cameras, can you make it happen?
November 10 - Assessment for Improvement vs. Assessment for Accountability
By: Mary Bart in Online Seminars
Just as simply weighing a pig will not make it fatter, spending millions to simply test college students is not likely to help them learn more. So what then are the best ways to measure our students’ growth and learning over time?
Dr. Trudy W. Banta is professor of higher education and senior advisor to the chancellor for academic planning and evaluation at Indiana University-Purdue University Indianapolis. She has developed and coordinated 21 national conferences and 15 international conferences on the topic of assessing quality in higher education. She has consulted with faculty and administrators in 46 states, Puerto Rico, South Africa, and the United Arab Emirates and has by invitation addressed national conferences on outcomes assessment in Canada, China, England, France, Germany, Spain and Scotland. Dr. Banta has edited 15 published volumes on assessment, contributed 26 chapters to published works, and written more than 200 articles and reports. She is the founding editor of Assessment Update, a bi-monthly periodical published since 1989. She has been honored for her work by the American Association for Higher Education, American College Personnel Association, American Productivity and Quality Center, Association for Institutional Research, National Council on Measurement in Education, and National Consortium for Continuous Improvement in Higher Education.