I read Susan Blum’s Ungrading as a first-year graduate student and was immediately smitten. At the same time, COVID-19 forced many seasoned instructors to grapple
I found myself sitting in a classroom, staring at a test I couldn’t answer. No matter how hard I tried, I couldn’t recall learning any
In general, educators recognize the value of student feedback: it can help us better understand the classroom experience, modify learning activities, or adjust our policies
When students’ evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys
Curriculum assessment and evaluation projects may not always spark immediate enthusiasm, but a recent well-organized team project in our higher education program demonstrated the power
In today’s diverse and rapidly evolving media landscape—spanning traditional television broadcasts, online platforms, and increasingly influenced by artificial intelligence (AI)—the ability to critically evaluate information has become essential.
I’m a writing instructor in higher education. I’m also a writing specialist in a support center. I work with students from all disciplines and cultural and linguistic backgrounds where I cover the whole spectrum of writing instruction.
Using Likert-type items in qualitative research is both common and a topic of debate among researchers.
As educators, we often fall into a trap that we know what’s best for our students. As a result, we often give them assessments (e.g. homework, activities) to hone their knowledge or skills and gauge their progress, and then we often give additional assessments to ensure they have met the learning objectives.
A new study in Active Learning in Higher Education (see reference below) motivated me to take another look at the research on student self-assessment.
