- Oct 2023
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www.nytimes.com www.nytimes.com
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Thirty years ago, the physicist and teacher Banesh Hoffmann wrote a book, ''The Tyranny of Testing,'' which was attacked by the test-making industry and ignored by educationists. It showed how multiple-choice questions, by their form and substance, work against the aim of teaching.
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- Dec 2022
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www.mcsweeneys.net www.mcsweeneys.net
- Oct 2022
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read.aupress.ca read.aupress.ca
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In this model, it is also necessary to create a cultural context in which students themselves see the value in such experimentation and are not penalized for it.
And do not penalize faculty members for it!
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- Sep 2022
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throughout an individual's schooling, the activity of readinglacks a coherent or explicit relationship to work that is assessed,unlike writing (Du Boulay 1999; Saltmarsh & Saltmarsh, 2008)
Du Boulay, 1999; Saltmarsh & Saltmarsh, 2008<br /> Noticing that they've left these references off of the end of the paper.
If we measure what we care about, why don't we do more grading and assessment of students' evidence of reading in addition to their writing? If we looked more closely at note taking and understanding first and foremost, would the ultimate analysis sort itself out? Instead we look only at the end products instead of the process. Focus more on the process and first class work here and the results will take care of themselves.
cross reference:
take care of the pennies and the pounds will take care of themselves (see: https://en.wiktionary.org/wiki/take_care_of_the_pennies_and_the_pounds_will_take_care_of_themselves)
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- May 2022
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interactions.acm.org interactions.acm.org
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Microsoft researcher Cathy Marshall found students evaluated textbooks based on how "smart" the side margin notes seemed before purchasing. In an effort to discover methods for using annotations in eBooks, Marshall stumbled upon this physical-world behavior, an approach to gaining a wisdom-of-crowds conclusion tucked away in the margins [3].
- Marshall, C.C. Collection-level analysis tools for books online. Proc. of the 2008 ACM Workshop on Research Advances in Large Digital Book Repositories. (Napa Valley, CA, Oct. 2630) ACM, New York, 2008.
Cathy Marshall has found that students evaluated their textbooks prior to purchasing based on the annotations within them.
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- Mar 2022
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www.ideasuntrapped.com www.ideasuntrapped.com
- Jan 2022
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www.pnas.org www.pnas.org
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In addition, students presented several scenarios in which they could imagine reporting that a teacher was highly effective even if they personally did not feel they learned very much—for instance, if they were not sufficiently prepared for a class or too tired to pay close attention.
Interesting insight, given critiques that students aren't sufficiently metacognitive, informed, or empathetic when evaluating teaching.
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- Dec 2021
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www.sciencedirect.com www.sciencedirect.com
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Understanding the failure of internal knowledge markets: A framework for diagnosis and improvement
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“We assume that they feed everything to a giant fiery furnace.”
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- Jun 2021
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asaobinoue.blogspot.com asaobinoue.blogspot.com
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We just cannot know all that life will throw at us, and if we want our grading contract to be fair and equitable for everyone, we need to reexamine it, reflect on how it has been working for each of us, and perhaps adjust it.
This idea of re-evaluating at regular time points can be a very useful and powerful tool in more areas than just writing.
Society as a whole needs to look carefully at where it is do do this same sort of readjustment as well.
It's the same sort of negative feedback mechanism which is at work in the scientific method and constantly improving the state-of-the art.
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- May 2021
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sfdora.org sfdora.org
Tags
Annotators
URL
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- Oct 2020
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Local file Local file
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Student evaluations of teachers are notoriously biased against women, with women routinely receiving lower scores than their male counterparts.
I recall some work on this sort of gender bias in job recommendations as well. Remember to dig it up for reference as well.
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- Sep 2019
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podnetwork.org podnetwork.org
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Short-term (i.e., “This year, I will see...”) and long-term (i.e., “In 10 years, I will see...) indicators are needed.
Metrics must represent short and long-term view to capture impact over time.
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These guidelines offer a lens that is distinct to our field and represent emergent directions in our work that are important to capture, particularly larger-scale change initiatives in alignment with college and university priorities.
CTLs need guidelines for evaluation of their work. In the last two years, more research is beginning to emerge on how to analyze the unique impacts of CTLs.
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These guidelines define evaluation as information used for local decision making, which can also make a CTL’s work visible on campus.
Evaluation to raise visibility of CTLs on campus.
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- Jan 2019
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www.insidehighered.com www.insidehighered.com
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how to maximize that stack of evaluations.
5 useful tips for new teachers about how to look at student evals in a meaningful way.
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- May 2018
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www.insidehighered.com www.insidehighered.com
- May 2017
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www.insidehighered.com www.insidehighered.com
- Jan 2017
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www.insidehighered.com www.insidehighered.com
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Eighty-five percent of provosts report that their institutions use student evaluations when judging faculty members for tenure, promotion or raises.
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fod.msu.edu fod.msu.edu
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Evaluating Online Courses
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- Jun 2016
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smallpondscience.com smallpondscience.com
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I often use a supplemental evaluation form at the end of the term. There are two competing functions of the evaluation. The first is to give you feedback for course improvement, and the second is to assess performance. What the students might think is constructive feedback might be seen as a negative critique by those not in the classroom. It’s in our interest to separate those two functions onto separate pieces of paper. Before we went digital, I used to hold up the university form and say: “This form [holding up the scantron] is being used by the school as a referendum on my continued employment. I won’t be able to access these forms until after the next semester already starts, so they won’t help me out that much.” Then I held up another piece of paper [an evaluation I wrote with specific questions about the course] and said, “This one is constructive feedback about what you liked and didn’t like about the course. If you have criticisms of the course that you want me to see, but don’t think that my bosses need to see them, then this is the place to do it. Note that this form has specific questions about our readings, homework, tests and lessons. I’m just collecting these for myself, and I’d prefer if you don’t put your names on them.” I find that students are far more likely to evaluate my teaching in broad strokes in the university form when I use this approach, and there are fewer little nitpicky negative comments.
A version of the famous advice to let students evaluate you twice: once privately and once formally
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