231 Matching Annotations
  1. Last 7 days
    1. She reminded us of the challenging but extremely important truth that there are some things as instructors and even administrators that are absolutely within our control when it comes to improving equity

      I feel like many of us can relate to this! Equity is uncomfortable, it can be silencing. This reminds me of some Brene Brown (https://debbiedonsky.com/embracing-discomfort-in-equity-work-lessons-from-brene-brown-on-shame-triggers-from-an-anti-oppression-lens/) writings on diving into equitable work. Anti-oppression work requires people to feel deeply and sometimes uncomfortable - as long as they are learning from that discomfort.

    2. We need to first understand how systems of power and oppression influence how students experience college, engage with the learning process, and build knowledge before we can understand how to better assess their learning.

      Power and oppression exist in our interactions with students everyday in our instructor/student relationship. This is one of the many reasons I try to be aware and reflection on my privilege everyday in lessons, marking and conversations. Reflection on power and oppression is ongoing and we need to be mindful of this in our leadership positions.

  2. May 2021
  3. Apr 2021
    1. This article is ostensibly a response to the use of proctoring software in higher education.

      But in order to do that properly the author has also delved into learning and assessment.

      It's a well-written piece that questions some of our taken-for-granted assumptions around assessment.

  4. Mar 2021
    1. Est-ce que je peux être dispensé de la Piscine, puisque je l’ai déjà fait dans un autre campus de 42? Malheureusement, il n’est pas possible de transférer votre dossier vers 42 Québec et d’être dispensé de l’étape de la Piscine. Il faut la refaire à Québec.
  5. Feb 2021
  6. Jan 2021
    1. In fact, such small effectively closed scientific communities built on interpersonal relationships already exist to some extent

      so the weights in the reputation graph are personal knowledge, not citations or whatever.

  7. Dec 2020
    1. Therefore, it could be argued that belief regarding the usefulness of technologies could lead to change and ultimately the actual use of digital technologies in teaching and learning.

      This goes both ways. A teacher who believes that their job is to control access to specialised information, and to control assessment may use technology to close down learning opportunities (e.g. by banning the use of Wikipedia, YouTube, etc.) and even insisting on the installation of surveillance (proctoring) software on students' personal computers.

      Again, you can argue that technology in itself doesn't make the difference.

  8. Nov 2020
    1. The study found positive impact on student achievement and on the learning experience,

      This seems important: assessment is (ideally) a medium through which learners receive feedback on what they know and are able to do. What if assessment is also a (conscious) feedback loop on the learning experience itself AND perhaps even a source of positive impact regarding the learning experience?

    2. Assessment, if not done with equity in mind, privileges and validates certain types of learning and evidence of learning over others, can hinder the validation of multiple means of demonstration, and can reinforce within students the false notion that they do not belong

      When we privilege certain types of assessment, we necessarily exclude others, and this will often have result of privileging and excluding certain assessment takers.

  9. Oct 2020
    1. proctored, multiple-choice tests are necessary to prepare students to take other multiple-choice assessments they may encounter in the course of their education

      Important point. We design not only courses, but programs, and they relate to experiences after the program.

  10. Sep 2020
    1. students basically just stopped doing the reading

      In addition, there are also some interesting strategies for getting students to do the reading. See Reading Engagement Strategies, for example.

  11. Aug 2020
  12. Jul 2020
    1. Keeping Assessment Relevant and "Authentic"

      Never answer questions, why are we learning this?

      Real world applications built into learning targets

      Grades based on performance versus memorization of formulas and facts

      Authentic Assessment: measures student learning according to the application of skills during the performance of a real-world task

      Reenacting historical acts

      Let students demonstrate knowledge by doing

      1. Challenging
      2. Results in a performance or product
      3. Encourages real-world applications
      4. Self-evaluation
      5. Collaborate, discuss, and receive feedback on work

      Rubric

      I hear and I forget, I see and I remember, I do and I understand

    2. Keeping Assessment Relevant and "Authentic"

      Authentic Assessment: designed to hit skills and needs of population Why did we get to the right answer; what was the process? What were the steps? What are common mistakes? Take mistake and throw it back into class a few days later Give incorrect answers and have them break down the thought process Connect to real life; hands-on, experiential learning Side coaching as assessment Anticipate problems Make tasks authentic to real world tasks Process v. product Use assessment as a teaching tool!

    1. Defining Formative Assessment

      Yes! Formative assessment should not just be for grade's sake, but as an actual way to gauge student understanding and then to assess the next steps to take to get students to where you want them to be

  13. Jun 2020
  14. May 2020
  15. Apr 2020
  16. Feb 2020
    1. The criteria you put in your assessment will guide students toward the content and skills you want them to learn. You might even want to get their input before you finalize the project’s assessment.Be sure that your assessment gives students lots of leeway in how they investigate and share their projects. Every project should turn out differently. As Chris Lehmann says, “If you assign a project and you get back 30 of the exact same thing, that’s not a project, that’s a recipe.”

      assessments and project based learning

  17. Jan 2020
    1. Current Assessment of SDL

      Assessment stage of paper

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  18. Nov 2019
    1. Validate Candidate’s Skills with Coding Assessment Test

      Test coding skills of candidates using Wild Noodle's online coding assessment tests. Their automated online coding challenges to assess developers' programming skills and also have an extensive pool of role based programming and objective questions. Contact now!

    1. Author Mary Burns discusses the key elements of computer adaptive testing (CAT). CAT is defined as assessments that use algorithms to progressively adjust test difficulty based upon learner's correct or incorrect responses. The benefits of CAT include more immediate data and are often more reliable. Types of test items are also covered to illustrate how the test can meet various levels of cognition and measure expertise. An issue related to CAT is the intensive time needed to develop multiple test items at multiple levels of cognition. Rating: 8/10

    1. The Office of Educational Technology website that is featured on Section 4: Measuring of Learning, discusses pedagogical implications of assessment shifts and how technology is part of enhancing assessment. The site places emphasis on using assessment as a real-time measurement of learning for real-life skills. The infographic that displays traditional models of assessment next to next-generation assessments is a quick reference for shifting ideology and practices. Ultimately, increased personalized learning serves the learner more efficiently and promotes increased achievement and mastery. Rating: 8/10

  19. Oct 2019
    1. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.

      Carl Wieman paper on evidence based learning implementation in the disciplines

  20. Sep 2019
    1. Explaining requires you to organize and elaborate on the ideas that you are trying to convey to your audience. Depending on your audience, you will have to provide more details and, thereby, engage in deeper processing of the information. On the other hand, if you are asked to simply retrieve ideas from a text, you may be less likely to engage in elaborate structuring or re-organization of the material – at least not to the same extent as preparing an explanation to someone else.

      benefits of activities requiring students to explain a concept to peers vs. memory recall activities like quizzes