Exhaustion, fear, panic, the unknown…these are common words that educators have repeatedly expressed since COVID-19 appeared in early spring. Many K-12 and university courses have
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
assessing student learning
Our mid-sized state university decided to institute a blended synchronous delivery model this year. A facilitated online workshop was offered over the summer to assist
Having clear insight into students’ thinking and where there might be gaps in their understanding of a topic is incredibly valuable. It allows a skilled
Don’t I Know You from Somewhere? This whole thing started when I played two video games, one after the other, that I imagine almost no
A bunch of guys had a late afternoon game of touch football in a field. As it started getting dark and the players moved toward
It’s good to regularly review the advantages and disadvantages of the most commonly used test questions and the test banks that now frequently provide them.
The relatively new Scholarship of Teaching and Learning in Psychology journal has a great feature called a “Teacher-Ready Research Review.” The examples I’ve read so far are well organized, clearly written, full of practical implications, and well referenced. This one on multiple-choice tests (mostly the questions on those tests) is no exception. Given our strong reliance on this test type, a regular review of common practices in light of research is warranted.
Given class sizes, teaching loads, and a host of other academic responsibilities, many teachers feel as though multiple-choice tests are the only viable option. Their widespread use justifies a regular review of those features that make these tests an effective way to assess learning and ongoing consideration of those features that compromise how much learning they promote.