learning assessment techniques September 12

Three Learning Assessment Techniques to Gauge Student Learning


A learning assessment technique (LAT) is a three-part integrated structure that helps teachers to first identify significant learning goals, then to implement effectively the kinds of learning activities that help achieve those goals, and finally—and perhaps most importantly—to analyze and report
on the learning outcomes that have been achieved from those learning activities.

LATs are correlated to Fink’s Taxonomy of Significant Learning, such that there are about 6–10 techniques for each of the learning dimensions, including techniques to help students learn the foundational knowledge of the subject and help students apply that foundational knowledge to real situations so that it becomes useful and much more meaningful to them.

There are techniques that help students integrate ideas—different realms of knowledge—so that the learning is more powerful. There are techniques to help students recognize the personal and social implications of what they are learning, which is what Dee Fink calls the human dimension. There are techniques to help students care about what they are learning so that they’re willing to put the effort into what they need to learn. And finally, there are techniques to help students become better and more self-directing learners (learning how to learn).

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frustrated student October 22, 2015

Dropping Scores: The Case for Hope


In “Calculating Final Course Grades: What About Dropping Scores or Offering a Replacement?” (The Teaching Professor March 2014), the editor notes that “some students … assume that course content is a breeze, [so] the first exam serve[s] as a wake-up call.” (p. 6) In two Introductory Psychology classes (150 students), I recently implemented an effective three-step strategy for getting the best out of such students (and, indeed, all students).

one student in lecture hall October 20, 2015

Calculating Final Course Grades: What about Dropping Scores or Offering a Replacement?


Instructors commonly cope with a missed test or failed exam (this may also apply to quizzes) by letting students drop their lowest score. Sometimes the lowest score is replaced by an extra exam or quiz. Sometimes the tests are worth different amounts, with the first test worth less, the second worth a bit more, and the third worth more than the first two—but not as much as the final.

three students with writing assignment October 1, 2015

Provide ‘Feedforward’ with Exemplars


There is growing interest in the pedagogical literature in something called feedforward. It is, as the name implies, the opposite of feedback, which provides input after the fact. Feedforward offers input focused on the future. It lets students know what they should be doing or could be doing differently next time. If it’s a similar assignment, the “do differently” is specific advice on changes that will improve the next assignment. If it’s a different assignment, the “do differently” identifies what’s not the same about the next assignment and what needs to be done in a different way.

All in a group August 21, 2015

An Interesting Group Testing Option


Is this situation at all like what you’re experiencing? Class sizes are steadily increasing, students need more opportunities to practice critical thinking skills, and you need to keep the amount of time devoted to grading under control. That was the situation facing a group of molecular biology and biochemistry professors teaching an advanced recombinant DNA course. They designed an interesting assessment alternative that addressed what they were experiencing.

Group testing May 18, 2015

Why Open-book Tests Deserve a Place in Your Courses


With the proliferation of learning management systems (LMS), many instructors now incorporate web-based technologies into their courses. While posting slides and readings online are common practices, the LMS can also be leveraged for testing. Purely online courses typically employ some form of web-based testing tool, but they are also useful for hybrid and face-to-face (F2F) offerings. Some instructors, however, are reluctant to embrace online testing. Their concerns can be wide ranging, but chief among them is cheating.

October 3, 2014

Alternative Assessment Methods for the Online Classroom


Tests and quizzes are often the primary means of assessing online learner performance; however, as Rena Palloff and Keith Pratt, online instructors and coauthors of numerous online learning books, including Lessons from the Virtual Classroom: The Realities of Online Teaching (2013), point out, there are more effective and less problematic alternatives.

April 18, 2013

Frequent, Low-Stakes Grading: Assessment for Communication, Confidence


After going out for tacos, our students can review the restaurant on a website. They watch audiences reach a verdict on talent each season on American Idol. When they play video games—and they play them a lot—their screens are filled with status and reward metrics. And after (and sometimes while) taking our classes, they can go online to www.ratemyprofessors.com.

January 3, 2013

Critical Thinking: Definitions and Assessments


Despite almost universal agreement that critical thinking needs to be taught in college, now perhaps more than ever before, there is much less agreement on definitions and dimensions. “Critical thinking can include the thinker’s dispositions and orientations; a range of specific analytical, evaluative, and problem-solving skills; contextual influences; use of multiple perspectives; awareness of one’s own assumptions; capacities for metacognition; or a specific set of thinking processes or tasks.” (p. 127)