Post Tagged with: "Assessment"

The Benefits of Multirole In-Class Critiques for Students

Ivy Guild, MFA, Department of Art Typically used in design or art-oriented courses, a critique is a collaborative feedback technique for providing students with oral formative and summative assessments from their instructor and peers. In most educational settings, written formative and summative assessments provide the majority of the feedback that students and instructors receive. These assessments vary in form, but are typically restricted to experiences between the student and instructor, […]

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High Impact Teaching Strategies for Large Undergraduate Classes in Public Health

Sara Goodman, Department of Population Health and Disease Prevention What are high impact course activities? Having ten-week quarters challenges faculty members and teaching assistants to get the most out of their students in a short amount of time. High impact learning activities include “frequent, timely, and constructive feedback, periodic, structured opportunities to reflect and integrate learning, and interactions with faculty and peers about substantive measures.” (Kuh, O’Donnell and Reed). High impact […]

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Can You Explain That 3 More Times? Advice for Universal Instruction

Daniel J. Ruiz, Department of Earth System Science After asking someone to repeat themselves multiple times and still not hear what they’ve said on the 3rd iteration, I’m the type to give up, smile and nod, and be overcome with embarrassment of the whole exchange. Too often do our students feel this way after asking their peers, TAs, and instructors questions only to get the same explanation and sheepishly give […]

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Learning and Teaching as Complementary Practices: Examples from Freshmen Experience Courses

Jessica Guerrero, Department of Urban Planning and Public Policy Some instructors are naturals when it comes to teaching, but like everything, teaching has evolved over the years. Pedagogy practices also highlight ways of how studying learning has changed. Research studies demonstrate that the traditional thoughts of “the instructor performing certain actions to facilitate learning, and the student, in turn, explicitly or implicitly promises to behave in ways to receive that […]

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Do Scantron Tests on College Campuses Increase Summative Assessment Measurement Error?

Samantha Garcia, MPH, CHES, Program in Public Health Summative assessments are assessments that provide evidence of students’ cumulative knowledge learned throughout a course.1 While it is essential for students to master course content and build a foundation in that topic area, summative assessments given in the form of a Scantron-based standardized exams may not adequately measure the intended objective. What if our assessments have measurement error? What if the measurement […]

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Using Exams as a Learning Experience

Christian Glaser, PhD, Department of Physics and Astronomy Traditionally, exams test students’ knowledge at a certain point in time. They are not intended for the students to learn anything but to show what they know. But what if exams can be turned into a valuable learning experience? New research show that this is possible with little additional work for the instructors [1]. The time before the exams is the busiest […]

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