Posts Tagged ‘assessment techniques’
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.
June 20 - Technology-Enhanced Classroom Assessment Techniques
By: Jacqueline Mangieri, PhD. in Online Education
In the mid-1990s, college faculty members were introduced to the concept of classroom assessment techniques (CATs) by Angelo and Cross (1993). These formative assessment strategies were learner-centered, teacher-directed ongoing activities that were rooted in good teaching practice. They were designed to provide relatively quick and useful feedback to the faculty member about what students did and did not understand in order to enhance the teaching and learning process.
May 4 - How Good Is Good Enough? Setting Benchmarks or Standards
By: Mary Bart in Online Seminars
More and more, assessments are playing a key role in your institution’s accreditation and funding. And more and more, they’re shaping your administration’s decisions about proper allocation of limited resources. This seminar will show you will show how to make sure your assessments are producing valid, meaningful measures of student success.
November 2 - Alternative Grading Methods for the College Classroom
By: Maryellen Weimer, PhD in Educational Assessment
Students are very motivated by grades—we all know that. For that reason, it’s useful to consider alternative approaches that might affect not just the motivation to get the grade, but the motivation to learn and develop important skills. Here are highlights from two articles that propose these kinds of intriguing alternatives.
October 20 - More on Working With Part-Time Faculty to Enhance Teaching and the Curriculum: A Top 10 List
By: Richard Leblanc and Sandra Scott in Faculty Development
Editor’s Note: In yesterday’s article, the authors introduced steps for overcoming some of the administrative challenges when working with part-time faculty. Here, in part two of the article, they outline strategies for overcoming some of the pedagogical challenges.
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.
February 20 - Creating a Sustainable, Faculty-Driven Assessment Initiative
By: Rob Kelly in Educational Assessment
Meaningful program assessment requires faculty participation. The challenge of getting faculty involved and staying involved lies in convincing them that the benefits of educational assessment are worth any additional work it generates.
September 27 - Instructional Design: Six Strategies to Make Courses More Learner Centered Without Sacrificing Content
By: Maryellen Weimer, PhD in Instructional Design
Concerns about covering content are legitimate, but they often block a whole family of techniques that more effectively involve students and promote learning. “I know I should do more active learning, but I have all this content to cover . . .” We routinely favor involving students but we do so understanding that the content-coverage dilemma confronts faculty with difficult decisions.
