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
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
“Creating a climate that maximizes student accomplishment in any discipline focuses on student learning instead of assigning grades. This requires students to be involved as partners in the assessment of learning and to use assessment results to change their own learning tactics.” (p. 136) The authors of this comment continue by pointing out that this assessment involves the use of formative feedback and that feedback has the greatest benefit when it addresses multiple aspects of learning. This kind of assessment should contain feedback on the product (the completed task) and feedback on progress (the extent to which the student is improving over time). The article then describes a number of formative feedback activities that illustrate how students can be involved as partners in the assessment process. Their involvement means that formative feedback can be given more frequently.
Anyone with a 3-year-old knows one of their favorite words is “Why.” As it turns out, asking “why” is a good way to examine your assessment goals and how they align with your institution’s core values.
“My favorite assessment question is ‘Why’ and I ask it over and over again,” said Linda Suskie, president at the Middle States Commission on Higher Education.
Assessing institutional effectiveness is a noble pursuit, but measuring student learning is not always easy. As with so many things we try to quantify, there’s
The Association of American Colleges and Universities released findings last month from a survey of its members that revealed trends in undergraduate education and documenting the widespread use of a variety of approaches to assessing learning outcomes. The survey shows that campus leaders are focused both on providing students a broad set of learning outcomes and assessing students’ achievement of these outcomes across the curriculum.
Even the most experienced educators can feel overwhelmed when they teach their first hybrid or fully online course. On top of dealing with the time and space constraints of asynchronous learning, there are so many different tools to learn. Tools, it seems, that all of their students either know how to use or master very quickly.
In the corporate world, there’s long been talk of breaking down the workplace silos that often prevent true company-wide communication, collaboration, and growth. Now colleges are looking to get faculty out of their silos, as well. The catalyst? That old nemesis: learning outcomes 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.
If you think multiple choice tests are only good to assess how well students memorized facts, it may be time to rethink your testing strategy. Although they are not appropriate for every situation, when properly developed, multiple choice tests can used to assess higher levels of thinking, including application and analysis.
For some educators, student learning assessment is a little like exercise. Yes, we know it’s important, we feel better when we do it, and we can even see the results of our efforts, but it sure is a hassle to get started. […]