- Last 7 days
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www.learningoutcomesassessment.org www.learningoutcomesassessment.org
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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.
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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.
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- May 2021
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psyarxiv.com psyarxiv.com
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Masuyama, A., Shinkawa, H., & kubo, takahiro. (2020). Development and validation of the Japanese version Fear of COVID-19 Scale among adolescents. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jkmut
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www.ft.com www.ft.com
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Gross, A., & Cameron-Chileshe, J. (2020, October 4). Less than half UK population to receive coronavirus vaccine, says task force head | Free to read. https://www.ft.com/content/d2e00128-7889-4d5d-84a3-43e51355a751
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- Apr 2021
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Lodder, Gerine M. A., Sjoerd van Halem, Anne Bülow, M. A. van Scheppingen, Joshua Weller, and Anne K. Reitz. ‘Daily Fluctuations in Occupation with and Worry about COVID-19’. PsyArXiv, 14 April 2021. https://doi.org/10.31234/osf.io/nf3ja.
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news.elearninginside.com news.elearninginside.com
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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.
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psyarxiv.com psyarxiv.com
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Gusman, M. S., Grimm, K. J., Cohen, A. B., & Doane, L. D. (2021). Stress and Sleep Across the Onset of the COVID-19 Pandemic: Impact of Distance Learning on U.S. College Students’ Health Trajectories. PsyArXiv. https://doi.org/10.31234/osf.io/m5zv9
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- Mar 2021
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advances.sciencemag.org advances.sciencemag.org
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Hong, I., Frank, M. R., Rahwan, I., Jung, W.-S., & Youn, H. (2020). The universal pathway to innovative urban economies. Science Advances, 6(34), eaba4934. https://doi.org/10.1126/sciadv.aba4934
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pharmaphorum.com pharmaphorum.com
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EU probes low platelet safety signal with COVID-19 shots -. (n.d.). Retrieved March 17, 2021, from https://pharmaphorum.com/news/eu-experts-call-for-allergic-reaction-safety-update-on-astrazeneca-covid-shot/
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www.42quebec.com www.42quebec.com
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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.
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- Feb 2021
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www.nature.com www.nature.com
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Chande, A., Lee, S., Harris, M., Nguyen, Q., Beckett, S. J., Hilley, T., Andris, C., & Weitz, J. S. (2020). Real-time, interactive website for US-county-level COVID-19 event risk assessment. Nature Human Behaviour, 4(12), 1313–1319. https://doi.org/10.1038/s41562-020-01000-9
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netquiz.ccdmd.qc.ca netquiz.ccdmd.qc.ca
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Déontologie et comportements non discriminatoires en Soins infirmiersLa déontologie – Questionnaire 2.1
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- Jan 2021
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Ibrahim, F. A., & Dykeman, C. (2020, October 23). Counseling Muslim Americans: Cultural and Spiritual Assessments. https://doi.org/10.1002/j.1556-6676.2011.tb02835.x
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psyarxiv.com psyarxiv.com
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Webb, S. S., Kontou, E., & Demeyere, N. (2020). Investigating the Impacts of COVID-19 Pandemic on Assessment of Cognition: A Web-based Questionnaire Study. PsyArXiv. https://doi.org/10.31234/osf.io/zx6va
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troynikov.io troynikov.io
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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.
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- Dec 2020
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Local file Local file
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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.
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- Nov 2020
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www.learningoutcomesassessment.org www.learningoutcomesassessment.org
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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?
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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.
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- Oct 2020
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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.
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sp.lyellcollection.org sp.lyellcollection.org
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Cerase, A. (2020). From “good” intuitions to principled practices and beyond: Ethical issues in risk communication. Geological Society, London, Special Publications, 508. https://doi.org/10.1144/SP508-2020-104
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alama.org.uk alama.org.uk
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Covid-19 Medical Risk Assessment – Alama. (n.d.). Retrieved October 2, 2020, from https://alama.org.uk/covid-19-medical-risk-assessment/
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- Sep 2020
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www.youtube.com www.youtube.com
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Prof Fiona Fidler | Collaborative assessment for trustworthy science: The repliCATS project. (2020, July 27). https://www.youtube.com/watch?v=KhDKzEsPouI&feature=youtu.be
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www.youtube.com www.youtube.com
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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.
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science.sciencemag.org science.sciencemag.org
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Ruktanonchai, N. W., Floyd, J. R., Lai, S., Ruktanonchai, C. W., Sadilek, A., Rente-Lourenco, P., Ben, X., Carioli, A., Gwinn, J., Steele, J. E., Prosper, O., Schneider, A., Oplinger, A., Eastham, P., & Tatem, A. J. (2020). Assessing the impact of coordinated COVID-19 exit strategies across Europe. Science, 369(6510), 1465–1470. https://doi.org/10.1126/science.abc5096
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psyarxiv.com psyarxiv.com
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Medeiros, Priscila de, Ana Carolina Medeiros, Jade Pisssamiglio Cysne Coimbra, Lucas Emmanuel Teixeira, Carlos José Salgado, José Aparecido da Silva, Norberto Cysne Coimbra, and Renato Leonardo de Freitas. ‘PHYSICAL, EMOTIONAL, AND SOCIAL PAIN DURING COVID-19 PANDEMIC-RELATED SOCIAL ISOLATION’. Preprint. PsyArXiv, 20 September 2020. https://doi.org/10.31234/osf.io/uvh7s.
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www.sciencedirect.com www.sciencedirect.com
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Gignac, G. E., & Zajenkowski, M. (2020). The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data. Intelligence, 80, 101449. https://doi.org/10.1016/j.intell.2020.101449
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www.youtube.com www.youtube.com
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EWB Hub x GRiPS Student Workshop—Introduction to Experience Sampling Methods. (2020, June 29). https://www.youtube.com/watch?v=RcEfuSkiR8I
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- Aug 2020
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osf.io osf.io
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Pickup, M., Stecula, D., & van der Linden, C. (2020). Novel coronavirus, old partisanship: COVID-19 attitudes and behaviors in the United States and Canada [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/5gy3d
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Manski, C. F. (2020). Bounding the Predictive Values of COVID-19 Antibody Tests (Working Paper No. 27226; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27226
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podcasts.apple.com podcasts.apple.com
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Deep Background with Noah Feldman: How to Have a Life in the Pandemic on Apple Podcasts. (n.d.). Apple Podcasts. Retrieved August 12, 2020, from https://podcasts.apple.com/gb/podcast/how-to-have-a-life-in-the-pandemic/id1460055316?i=1000478585036
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Mitchell, O. S. (2020). Building Better Retirement Systems in the Wake of the Global Pandemic (Working Paper No. 27261; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27261
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Collins, G. S., & Wilkinson, J. (n.d.). Statistical issues in the development a COVID-19 prediction models. Journal of Medical Virology, n/a(n/a). https://doi.org/10.1002/jmv.26390
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www.fastcompany.com www.fastcompany.com
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Taraborelli, D., Taraborelli, D., & Taraborelli, D. (2020, August 5). How the COVID-19 crisis has prompted a revolution in scientific publishing. Fast Company. https://www.fastcompany.com/90537072/how-the-covid-19-crisis-has-prompted-a-revolution-in-scientific-publishing
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www.youtube.com www.youtube.com
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Understanding Risk with Professor Sir David Spiegelhalter | Pager Podcast. (2020, March 24). https://www.youtube.com/watch?v=nLl9HEz5vng&feature=youtu.be
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covid-19.iza.org covid-19.iza.org
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Designing Reopening Strategies in the Aftermath of COVID-19 Lockdowns: Some Principles with an Application to Denmark. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 4, 2020, from https://covid-19.iza.org/publications/pp158/
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- Jul 2020
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www.youtube.com www.youtube.com
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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
- Challenging
- Results in a performance or product
- Encourages real-world applications
- Self-evaluation
- Collaborate, discuss, and receive feedback on work
Rubric
I hear and I forget, I see and I remember, I do and I understand
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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!
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osf.io osf.io
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Rice, W. L., Mateer, T., Taff, B. D., Lawhon, B., Reigner, N., & Newman, P. (2020). The COVID-19 pandemic continues to change the way people recreate outdoors: A second preliminary report on a national survey of outdoor enthusiasts amid the COVID-19 pandemic. https://doi.org/10.31235/osf.io/dghba
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Pulido, Edgar Guillermo. ‘Validation to Spanish Version of the COVID-19 Stress Scale’. Preprint. PsyArXiv, 17 July 2020. https://doi.org/10.31234/osf.io/rcqx3.
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www.teenvogue.com www.teenvogue.com
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Bautista, N. (n.d.). What to Know Before Hanging With Friends This Summer. Teen Vogue. Retrieved July 19, 2020, from https://www.teenvogue.com/story/socializing-during-coronavirus-what-to-know
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www.hippasus.com www.hippasus.com
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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
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osf.io osf.io
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Bogliacino, F., codagnone, cristiano, Montealegre, F., Folkvord, F., Gómez, C. E., Charris, R. A., Liva, G., Villanueva, F. L., & Veltri, G. A. (2020). Negative shocks predict change in cognitive function and preferences: Assessing the negative affect and stress hypothesis in the context of the COVID-19 pandemic and the lockdown mitigation strategy [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qhkf9
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osf.io osf.io
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Hossain, M. M., McKyer, E. L. J., & Ma, P. (2020). Applications of artificial intelligence technologies on mental health research during COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/w6c9b
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www.nature.com www.nature.com
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Block, P., Hoffman, M., Raabe, I. J., Dowd, J. B., Rahal, C., Kashyap, R., & Mills, M. C. (2020). Social network-based distancing strategies to flatten the COVID-19 curve in a post-lockdown world. Nature Human Behaviour, 4(6), 588–596. https://doi.org/10.1038/s41562-020-0898-6
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www.ox.ac.uk www.ox.ac.uk
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Oxford leads development of risk prediction model for more tailored COVID-19 shielding advice | University of Oxford. (n.d.). Retrieved 23 June 2020, from http://www.ox.ac.uk/news/2020-06-22-oxford-leads-development-risk-prediction-model-more-tailored-covid-19-shielding
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Coggon, D., Croft, P., Cullinan, P., & Williams, A. (2020). ASSESSMENT OF WORKERS PERSONAL VULNERABILITY TO COVID-19 USING COVID-AGE. MedRxiv, 2020.05.21.20108969. https://doi.org/10.1101/2020.05.21.20108969
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researchrepository.ucd.ie researchrepository.ucd.ie
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Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
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www.sciencedirect.com www.sciencedirect.com
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Fontana, M., Iori, M., Montobbio, F., & Sinatra, R. (2020). New and atypical combinations: An assessment of novelty and interdisciplinarity. Research Policy, 49(7), 104063. https://doi.org/10.1016/j.respol.2020.104063
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psyarxiv.com psyarxiv.com
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Brose, A., Blanke, E. S., Schmiedek, F., Kramer, A. C., Schmidt, A., & Neubauer, A. B. (2020). Change in Mental Health Symptoms During the COVID-19 Pandemic: The Role of Appraisals and Daily Life Experiences [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8cgfh
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- Jun 2020
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twitter.com twitter.com
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Independent SAGE. (2020, June 21). "NEW: Independent SAGE has evaluated the scientific evidence on social distancing & concludes it is not safe to reduce it from 2m to 1m indoors as government proposes". Twitter. https://twitter.com/IndependentSage/status/1274729064272670721
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psyarxiv.com psyarxiv.com
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Huckins, J. F., dasilva, a., wang, w., Hedlund, E. L., Rogers, C., Nepal, S. K., … Campbell, A. T. (2020, May 4). Mental Health and Behavior During the Early Phases of the COVID-19 Pandemic: A Longitudinal Mobile Smartphone and Ecological Momentary Assessment Study in College Students. https://doi.org/10.31234/osf.io/4enzm
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psyarxiv.com psyarxiv.com
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Atoui, S., Chevance, G., Romain, A. J., Kingsbury, C., Lachance, J., & Bernard, P. (2020, June 17). Daily associations between sleep and physical activity: A systematic review and meta-analysis. https://doi.org/10.31234/osf.io/ezusb
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psyarxiv.com psyarxiv.com
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Schmidt, A., Brose, A., Kramer, A., Schmiedek, F., Witthöft, M., & Neubauer, A. (2020). Cyclical Across-Day Dynamics of Corona-Related Media Exposure and Worries in People’s Everyday Lives During the COVID-19 Pandemic. https://doi.org/10.31234/osf.io/rea57
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www.dkv.global www.dkv.global
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COVID-19 Regional Safety Assessment | DKG. (n.d.). DKV. Retrieved June 17, 2020, from https://www.dkv.global/covid-safety-assessment-200-regions
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www.newscientist.com www.newscientist.com
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Wilson, C. (2020, June 15). The Lancet’s Richard Horton calls for international pandemic inquiry. New Scientist. https://www.newscientist.com/article/2245978-the-lancets-richard-horton-calls-for-international-pandemic-inquiry/
Tags
- Richard Horton
- risk assessment
- pandemic inquiry
- lang:en
- UK
- China
- The Lancet
- response
- COVID-19
- lockdown
- interview
- USA
- is:webpage
- hindsight
- WHO
- international
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www.ft.com www.ft.com
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Ahuja, A. (2020, June 16). The two-metre rule and other imperfect Covid-19 risk calculations | Free to read. https://www.ft.com/content/30adbfa1-178f-47e2-97a8-bd41ca590999
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science.sciencemag.org science.sciencemag.org
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Htun, M. (2020). Tenure and promotion after the pandemic. Science, 368(6495), 1075–1075. https://doi.org/10.1126/science.abc7469
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www.r-bloggers.com www.r-bloggers.com
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Dablander, F. (2020, June 11). Interactive exploration of COVID-19 exit strategies. R-Bloggers. https://www.r-bloggers.com/interactive-exploration-of-covid-19-exit-strategies/
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Khamsi, R. (2020, March 14). They Say Coronavirus Isn’t Airborne—But It’s Definitely Borne by Air. Wired. https://www.wired.com/story/they-say-coronavirus-isnt-airborne-but-its-definitely-borne-by-air/
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psyarxiv.com psyarxiv.com
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Papini, S., Dainer-Best, J., Rubin, M., Zaizar, E. D., Telch, M. J., & Smits, J. A. J. (2020). Psychological Networks can Identify Potential Pathways to Specific Intervention Targets for Anxiety in Response to Coronavirus Disease 2019 (COVID-19) [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4zr25
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www.thelancet.com www.thelancet.com
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Durrheim, D. N., Gostin, L. O., & Moodley, K. (2020). When does a major outbreak become a Public Health Emergency of International Concern? The Lancet Infectious Diseases, S1473309920304011. https://doi.org/10.1016/S1473-3099(20)30401-1
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philsci-archive.pitt.edu philsci-archive.pitt.edu
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Boon, Mieke. ‘The Role of Disciplinary Perspectives in an Epistemology of Scientific Models’. Preprint, June 2020. http://philsci-archive.pitt.edu/17272/?utm_source=dlvr.it&utm_medium=twitter.
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www.theguardian.com www.theguardian.com
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McKie, R., Editor, S., Helm, and T., & Editor, P. (2020, May 17). Scientists divided over coronavirus risk to children if schools reopen. The Observer. https://www.theguardian.com/world/2020/may/17/scientists-divided-over-coronavirus-risk-to-children-if-schools-reopen
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www.bbc.com www.bbc.com
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Schools “safe” to reopen, Michael Gove insists. (2020, May 17). BBC News. https://www.bbc.com/news/education-52697488
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- May 2020
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www.thelancet.com www.thelancet.com
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Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
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wintoncentre.maths.cam.ac.uk wintoncentre.maths.cam.ac.uk
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Winton Centre for Risk and Evidence Communication
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secrecyresearch.com secrecyresearch.com
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Beyer-Hunt, S., Carter, J., Goh, A., Li, N., & Natamanya, S.M. (2020, May 14) COVID-19 and the Politics of Knowledge: An Issue and Media Source Primer. SPIN. https://secrecyresearch.com/2020/05/14/covid19-spin-primer/
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leedsunilibrary.wordpress.com leedsunilibrary.wordpress.com
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The Ethics of Online Research. (2018, August 30). Leeds University Library Blog. https://leedsunilibrary.wordpress.com/2018/08/30/the-ethics-of-online-research/
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www.newstatesman.com www.newstatesman.com
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Raine, S. (2020 May 13) What is wrong with evidence-based policy making? NewStatesman. https://www.newstatesman.com/politics/health/2020/05/what-wrong-evidence-based-policy-making
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Yao, H., Chen, J., Zhao, M., Qiu, J., Koenen, K. C., Stewart, R., Mellor, D., & Xu, Y. (2020). Mitigating mental health consequences during the COVID ‐19 outbreak: Lessons from China. Psychiatry and Clinical Neurosciences, pcn.13018. https://doi.org/10.1111/pcn.13018
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Casas, R. S., Cooper, J. L., & Hempel, E. V. (2020). COVID‐19 risk triage: Engaging residents in telephonic screening. Medical Education, medu.14211. https://doi.org/10.1111/medu.14211
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psyarxiv.com psyarxiv.com
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Youngstrom, E. A., Ph.D., Hinshaw, S. P., Stefana, A., Chen, J., Michael, K., Van Meter, A., … Vieta, E. (2020, April 20). Working with Bipolar Disorder During the COVID-19 Pandemic: Both Crisis and Opportunity. https://doi.org/10.31234/osf.io/wg4bj
Tags
- complication
- risk
- resilience
- comorbidity
- lang:en
- self-care
- stigma
- mental illness
- quarentine
- social connection
- telehealth
- infection
- psychiatry
- bipolar disorder
- social distancing
- assessment
- vulnerable groups
- physical distancing
- COVID-19
- medical service
- lockdown
- mental health
- treatment
- is:preprint
Annotators
URL
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psyarxiv.com psyarxiv.com
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Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R., … Vallières, F. (2020, April 22). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8yqxr
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psyarxiv.com psyarxiv.com
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Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia-Muñiz, M. J., & de Luis-García, R. (2020, May 7). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. https://doi.org/10.31234/osf.io/2sc84
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www.apaservices.org www.apaservices.org
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Banks, G.G. & Butcher, C. (2020 April 17). Telehealth testing with children: Important factors to consider. American Psychological Association. https://www.apaservices.org/practice/legal/technology/telehealth-testing-children-covid-19
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www.thelancet.com www.thelancet.com
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Cortese, S., Asherson, P., Sonuga-Barke, E., Banaschewski, T., Brandeis, D., Buitelaar, J., Coghill, D., Daley, D., Danckaerts, M., Dittmann, R. W., Doepfner, M., Ferrin, M., Hollis, C., Holtmann, M., Konofal, E., Lecendreux, M., Santosh, P., Rothenberger, A., Soutullo, C., … Simonoff, E. (2020). ADHD management during the COVID-19 pandemic: Guidance from the European ADHD Guidelines Group. The Lancet Child & Adolescent Health, S2352464220301103. https://doi.org/10.1016/S2352-4642(20)30110-3
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psyarxiv.com psyarxiv.com
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Fenton, N., Hitman, G. A., Neil, M., Osman, M., & McLachlan, S. (2020). Causal explanations, error rates, and human judgment biases missing from the COVID-19 narrative and statistics [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p39a4
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psyarxiv.com psyarxiv.com
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Olthof, M., Hasselman, F., & Lichtwarck-Aschoff, A. (2020, May 1). Complexity In Psychological Self-Ratings: Implications for research and practice. Retrieved from psyarxiv.com/fbta8
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psyarxiv.com psyarxiv.com
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Barrafrem, K., Västfjäll, D., & Tinghög, G. (2020, April 30). Financial well-being, COVID-19, and the financial better-than-average-effect. Retrieved from psyarxiv.com/tkuaf
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Kamorowski, J., de Ruiter, C., Schreuder, M., Ask, K., & Jelicic, M. (2020, April 16). Forensic Mental Health Practitioners’ Use of Structured Risk Assessment Instruments, Views About Bias in Risk Evaluations, and Strategies to Counteract It. https://doi.org/10.31234/osf.io/te5c2
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Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
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psyarxiv.com psyarxiv.com
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Wolf, M. G. (2020, April 26). Survey Uses May Influence Survey Responses. https://doi.org/10.31234/osf.io/c4hd6
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psyarxiv.com psyarxiv.com
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Fried, E. I. (2020, April 24). Mental Health and Social Contact During the COVID-19 Pandemic: An Ecological Momentary Assessment Study. https://doi.org/10.31234/osf.io/36xkp https://doi.org/10.31234/osf.io/36xkp
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www.centerforhealthsecurity.org www.centerforhealthsecurity.org
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Rivers, C., Martin, E., Gottlieb, S., Watson, C., Schoch-Spana, M., Mullen, L., Sell, T.K., Warmbrod, K.L., Hosangadi, D., Kobokovich, A., Potter, C., Cicero, A., Inglesby, T. (2020 April 17). Public health principles for a phased reopening during COVID-19: Guidance for governors. Johns Hopkins. https://www.centerforhealthsecurity.org/our-work/publications/public-health-principles-for-a-phased-reopening-during-covid-19-guidance-for-governors
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trello.com trello.com
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Collective Intelligence and COVID-19 | Trello. (n.d.). Retrieved April 20, 2020, from https://trello.com/b/STdgEhvX/collective-intelligence-and-covid-19
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- Feb 2020
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learninginhand.com learninginhand.com
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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
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- Jan 2020
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Local file Local file
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Current Assessment of SDL
Assessment stage of paper
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- Nov 2019
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www.wildnoodle.com www.wildnoodle.com
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Get Quality Assessment Tool for Quantitative Studies
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www.wildnoodle.com www.wildnoodle.com
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Online Coding Challenges for Better Programming Skills
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www.wildnoodle.com www.wildnoodle.com
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Evaluate Talent with Employee Assessment Tools
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www.wildnoodle.com www.wildnoodle.com
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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!
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elearningindustry.com elearningindustry.com
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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
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tech.ed.gov tech.ed.gov
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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
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URL
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- Oct 2019
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www.mitpressjournals.org www.mitpressjournals.org
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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
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- Sep 2019
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www.learningscientists.org www.learningscientists.org
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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
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