The document discusses using assessment to improve student learning in higher education. It argues that assessment should focus on measuring what students are able to do, begin with defining learning outcomes, and use a variety of methods including assignments, projects, and student reflections. When done effectively, assessment can create a shared understanding of learning goals and standards to strengthen communities and continually enhance teaching and learning.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Coursetune Camp 2020 Keynote- Linda Nilson, Program Curriculum DesignKristin Powers
This keynote will enable you to determine, write, and assess high-value student learning outcomes/objectives for your program or curriculum, where “high-value” means what potential employers need and want from your graduates. Ensure that your students achieve your program outcomes by identifying the courses that teach the content and skills in these outcomes, and then incorporating learning activities that should prepare students to achieve these outcomes. Along the way, we will examine 1) the nature of well-formulated, assessable learning outcomes, 2) an approach to program design that lays out the students’ learning process, and 3) guidelines for selecting learning activities and designing assessments. Be prepared to reflect on your current programs and work with your program team to plan modifications.
arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Coursetune Camp 2020 Keynote- Linda Nilson, Program Curriculum DesignKristin Powers
This keynote will enable you to determine, write, and assess high-value student learning outcomes/objectives for your program or curriculum, where “high-value” means what potential employers need and want from your graduates. Ensure that your students achieve your program outcomes by identifying the courses that teach the content and skills in these outcomes, and then incorporating learning activities that should prepare students to achieve these outcomes. Along the way, we will examine 1) the nature of well-formulated, assessable learning outcomes, 2) an approach to program design that lays out the students’ learning process, and 3) guidelines for selecting learning activities and designing assessments. Be prepared to reflect on your current programs and work with your program team to plan modifications.
arguing for the need to be true to the notion of "authentic" assessment in pursuing institutional assessment efforts in higher education, despite (or perhaps because of) the strong and growing pressure around a narrow vision of accountability for higher education
Réussir une relation d'affaires entre startups et grandes entreprisesAndré Belanger
Hyperliens conseils agit comme expert-conseil dans le cadre de la série Innobahn présentée par la Chambre de commerce du Montréal métropolitain et qui permet à des grandes entreprises et des startups de travailler ensemble sur un projet pilote. Voici quelques conditions gagnantes pour qu'une telle collaboration puisse fonctionner.
A Lesson about Ideas to Action ImplementationJamietteNolia1
Science is designed to be objective and guided by data; art is subjective and deeply influenced by feelings and opinions. While the outcomes of science and art are quite different, the processes involved have undeniable similarities.
Aligned Course Design meets the principles for Made to Stick in a 1/2 day seminar developed at the UMinn Center for Teaching & Learning. This seminar conducted by
Ilene D. Alexander
David Langley
Jane O’Brien
Christina Petersen
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Outcomes Assessment Overview
1. Assessment as a Way of Understanding & Improving Student Learning William S. Moore, Ph.D. Policy Associate, Assessment, Teaching & Learning WA State Board for Community & Technical Colleges bmoore@sbctc.ctc.edu 360-704-4346 College of the Siskyous January 12, 2007
7. Collective Sense of Purpose Assessment...requires us to work together , and to do unfamiliar things like setting common goals and standards, devising methods of assessment, interpreting the results, and using them to improve and coordinate our teaching. [It thus] possesses all the appeal and efficiency of committee work, in particular the kind visited upon us by administrators. Robert Holyer, Change , Sept./Oct., 1998
12. Underlying Perspectives Drive Key Questions Assessment What do we want students to know & be able to do?? Knowledge Curriculum Evidence How do we judge competence on key outcomes?
16. Underlying Perspectives Drive Key Questions How do we judge competence on key outcomes? What do we want students to know & be able to do?? Knowledge Assessment Curriculum Pedagogy Grading Learning How do we promote learning most effectively?
22. Student Learning Institutional Outcomes Effectiveness Reflecting regularly on the strengths & weaknesses of the institution Asking fundamental questions about learning and the conditions for learning Observing & judging performance based on explicit criteria Providing feedback based on those judgments
in a societal and political context where accountability seems to be ascendant, and accreditation falls somewhere in between
Power corrupts, and PowerPoint corrupts absolutely
Whole group br ainstorm At its simplest, “The process of gathering information to make decisions”
Emhasis in standards is on 2 distinct approaches--institutional effectiveness & student learning outcomes—but more critical distinction derives from underlying worldviews, reflecting more than just particular programs or strategies people use— what’s competing are fundamental, underlying worldviews that shape and inform the ways people approach this work—sometimes at a conscious level, but often not. For an excellent in-depth elaboration of some of the historical roots and present-day consequences of these worldviews, see Lorrie Shepard’s article in the October, 2000 Educational Researcher (vol. 29, #7, p. 4-14) entitled ‘The role of assessment in a learning culture.” Need rigorous, useful peer review process that links or balances accountability & assessment perspectives Challenge is involving thoughtful peers, producing work meaningful for campus and translatable to external audiences
EXCELLENCE: Performance, not prestige Results, not resources/reputation Incorporate that notion of excellence into peer review processes, I.e., accreditation ACCOUNTABILITY Professional accountability, not bureaucratic accountability—a kind of accountability to ourselves, our peers, our students that involves continual self-reflection and learning—the kind most of us are already doing CAMPUS COMMUNITY Overcome traditional isolation of academic work and higher education culture Important to struggle to define collectively—which is not at all easy for us to find the time for, let alone to do—the goals/ends we have in common for our students, what we think the institution should stand for and be about
(individually, then small groups) Think about the intro course for your discipline or program. What core learning goals do you have for students who take and complete that course?
Traditional question: what do we teach? What do we cover? It’s important to understand that the conversations/debates we have about these areas are informed and shaped by our operating assumptions/personal theories about the more fundamental issues of knowledge , learning , assessment We need to examine these often tacit assumptions and re-frame the questions—
Knowledge=“Competence with respect to valued enterprises”-- Etienne Wenger, Communities of Practice Understanding it requires using it Using it involves both changing the user’s view of the world & adopting the belief system of the culture in which it is used
Discussion—see handout
Traditional question: How do we grade? It’s important to understand that the conversations/debates we have about these areas are informed and shaped by our operating assumptions/personal theories about the more fundamental issues of knowledge , learning , evidence Evidence involves: Degrees of certainty/uncertainty Subjective interpretations, even about “objective” data Meaning-making and judgment processes for teachers, students, and assessors
Assessment: the process of gathering evidence to make judgments toward the goal of improvement 1) Initial reaction to calls for assessment is often to do what’s easiest, cheapest, quickest way to get “them” (accreditors, legislators, administrators, ______) off “our” backs—this approach rarely serves the “assessment as learning” framework very well 2) at least as much as the precision of the evidence you gather What you do with and how you use the evidence or data you gather is far more important than the “rigor” of the evidence—rigor is fine, but someone will always want to argue about the evidence anyway, so make sure you spend time and energy figuring out how to have constructive arguments rather than rigorous reports that get ignored 3) to assess performance over time Multiple perspectives tend to produce higher-quality judgments about evidence and what to do about it—you rarely have complete information, but multiple data sources provide a clearer picture [2-minute table group QUESTION INTERLUDE]
Traditional question: How do we teach it? It’s important to understand that the conversations/debates we have about these areas are informed and shaped by our operating assumptions/personal theories about the more fundamental issues of knowledge , learning , assessment More often than not these are tacit assumptions; if we can make them visible we can get clearer about our understandings and their relationship to current scholarship on teaching and learning. LEARNING: …Being able to repeat facts and plug numbers into formulae to get the right answers is handy, even essential. But it is not what education is fundamentally about… Learning should be about changing the ways in which learners understand, or experience, or conceptualize the world around them … (Paul Ramsden, 1988, 1992)
We laugh at this, in part because it’s a laugh of recognition, isn’t it? And underneath the exaggeration and humor there’s more truth to this perspective than we care to admit most of the time—not to mention the fact that it reflects fairly common perceptions of our business.
Notion of “cognitive apprenticeship”-- Enculturating student into specific “communities of practice ” Meaningful problems, tasks situated in specific domains Include at least some of the “messy” attributes of real-world problems Preferably linked to student interests Learning as qualitative changes in how people interpret core concepts, reason about key content areas
COURSE: Grading/evaluation processes regarding core concepts/themes, skills and ways of reasoning Classroom assessment efforts (Cross/Angelo) DEPT./PROGRAM Faculty consensus around shared goals & essential student learning outcomes/abilities Adequate (not minimum) performance standards INSTITUTION IE approaches General education abilities Student tracking processes/indicators
Pierce: common rubrics Green River: community rubrics Big Bend, Spokane, Spokane Falls, Yakima Valley, … Capstone courses (LCC) Artifact collection (Johnson County CC)
Student learning outcomes focus Institutional effectiveness focus Both are driven by critical underlying processes reflected by Alverno definition of assessment-as-learning
Cf Peter Ewell’s plenary speech to AAHE Assessment Forum, June 2002 (http://www.aahe.org/assessment/2002/ ) No clear evidence that efforts to “make people accountable” to some outside group actually improves quality Authentic assessment critical at all levels—classroom, program and institution Nancy Cochran: “We have been overzealous in our application of a useful but limited technique [statistical analysis in social sciences]…” “ An Essay on the Inappropriateness of Program Evaluation,” 1980 Serious potential unintended consequences w/ quantified assessments, including the fact numbers have an air of authenticity about them even if they are inaccurate or false, and the way quantified standards can become ends in themselves and thus distort behavior in unproductive ways Peter Johnston: need to question the assumption “that it is possible to obtain an objective, valid unbiased empirical description of human learning activity and that it will serve educational stakeholders to do so …” “ Constructive Evaluation and the Improvement of Teaching and Learning,” 1989 We can’t treat the world as it were simply sitting there available to our assessment of it—our actions and our language affect the environment in the process of assessment, and if we want to understand our world, let alone change it, we need to attend carefully to those effects The point is that no matter how we go about educational evaluation, it involves interpretation, and we simply need to be conscious of that and figure out where possible to articulate and improve the judgment processes involved.
Encouraging and supporting this kind of work among your peers, in your department, across the campus, …??? Role of accreditation in terms of helping and/or hindering this work?
Collaborative process with colleagues 2) in student performances or products 3) what’s good enough? What meets the standards you’ve set for your students--and do they know what they are??? 4) Focus on brainstorming ways to help students achieve the learning goals you have for them (scholarship of teaching, and of assessment)