Posts Tagged ‘types of educational assessments’
January 27 - Developing Student Self Assessment Skills
By: Maryellen Weimer, PhD in Teaching Professor Blog
Our interest in more learner-centered instruction has changed the way many of us think about teaching as well as what we do in the classroom. We are devoting more energy to getting students involved during class. We are trying to give them more opportunities to practice those learning skills that expedite learning. We let them summarize the content; rather than doing it for them. We try to have them ask more questions than we do. We design activities which encourage them to learn from and with each other.
July 21 - Getting a Balanced Picture of Student Learning
By: Mary Bart in Educational Assessment
From local and external standards to norm-referenced and value-added benchmarks, to name just a few, there is no shortage of educational assessment options to use. The question everyone wants answered, however, is ‘Which one is the best?’
May 4 - Keys to a Culture of Assessment: Value and Respect
By: Mary Bart in Online Seminars
We have long moved past the question of whether or even how to assess. Now the issue is how to analyze and apply the data. This seminar will provide concrete ideas and proven strategies for creating a healthy, collaborative, and respectful culture of assessment, success, and constant improvement on your campus.
October 9 - Using Self-Check Exercises to Assess Online Learning
By: Patti Shank, PhD, CPT in Educational Assessment, Online Education
The intermediate statistics class I took quite a number of years ago had two types of learners at the outset—those who were worried about passing the course and those who were sure they couldn’t pass it. The professor clearly understood the “fear-of-stats” phenomenon and used a number of instructional techniques to help learners gain confidence and skills.
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.