Posts Tagged ‘assessment’
October 7 - Testing Knowledge–An Interesting Alternative
By: Maryellen Weimer, PhD in Educational Assessment, Teaching Professor Blog
Sometimes we do get stuck in ruts—we use the same kinds of test questions: multiple-choice, short answer, maybe a few fill-in-the-blank, some matching and an occasional longer essay question. We forget there are other options. Here’s an example, initially proposed in 1990.
September 17 - Shortcomings of the Scaffolding Metaphor for Teaching
By: Larry D. Spence, PhD in Instructional Design
“So, what does that mean—’I need to provide more scaffolding’?” a teacher asked, with frustration in his voice. He was just back from a peer review debrief. “Maybe that’s more a suggestion than a criticism,” I offered. “Okay, but what do I do to provide more scaffolding?” he asked.
August 6 - Assessing the Degree of Learner-Centeredness
By: Michael Harris, PhD, and Roxanne Cullen, PhD in Educational Assessment
Since Barr and Tagg introduced the concept of the instructional versus the learner-centered paradigms in 1995, higher education institutions across the country have adopted the concept in one form or another in an attempt to create learning environments that respond both to the changing profile of our students and recent research on learning with the ultimate goal of improving student success.
July 29 - Teaching Online vs. F2F: 15 Differences That Affect Learning
By: Mary Bart in Online Seminars
Online instruction will continue to grow rapidly on college campuses nationwide. This seminar will show you the most effective teaching practices to help students succeed in the online classroom.
May 6 - Why Students Cram for Exams
By: Maryellen Weimer, PhD in Teaching and Learning
It will probably not shock any instructor to learn that students cram for exams. What may be a bit surprising is the percentage of students who do: somewhere between 25 percent and 50 percent, depending on the study. In the research reported in the article referenced below, approximately 45 percent of students admitted to cramming.
November 18 - Can Clickers Enhance Student Learning?
By: Mary Bart in Effective Teaching Strategies
Dr. Peter M. Saunders, director of Oregon State University’s Center for Teaching and Learning, has heard the horror stories, and understands why faculty were hesitant to use clickers in the early years.
October 2 - Effective Strategies for Improving College Teaching and Learning
By: Mary Bart in Free Reports, Teaching & Learning
What we teach and how we teach it are inextricably linked. This special report helps you discover new ways to build strong connections between the two with strategies for engaging students, giving feedback, creating a climate for learning, and more.
September 22 - The Evolution of Accountability: Look Who’s Accountable Now
By: Thomas R. McDaniel, PhD in Academic Leadership
We hear a great deal these days about “accountability” in the academy. Many states (including South Carolina, where I try my best to be a “responsible” college administrator) have some kind of state law mandating that public schools—and, in some cases, colleges—demonstrate that they are indeed “accountable.”
September 17 - Using Clickers to Assess and Engage Student Learning
By: Mary Bart in Online Seminars
In just 60-minutes you will learn many different questioning styles for clickers, and how they benefit your students and you. Using Clickers to Assess and Engage Student Learning provides comprehensive, pedagogical strategies to integrate the technology into current and future courses.
September 16 - Designing Effective Assessments: Q&A with Trudy Banta
By: Rob Kelly in Educational Assessment
In their new book, Designing Effective Assessment: Principles and Profiles of Good Practice, Trudy Banta, Elizabeth Jones, and Karen Black provide assessment profiles from a wide variety of institutions and units. In advance of her online seminar titled Principles and Profiles of Good Practice in Assessment. Dr. Banta answered questions about the book and some of the topics she will discuss next week’s seminar.
