VALUE: Valid Assessment of Learning in Undergraduate Education

The VALUE rubrics reflect faculty expectations for essential learning across the nation regardless of type of institution, mission, size or location. In several cases, outcomes that AAC&U paired in the Essential Learning Outcomes (e.g., written and oral communication) have been separated with the intent of developing individual VALUE rubrics for each.

The College of Engineering 2010 Roundtable invites you to join them for this special presentation. 

James Pellegrino, Distinguished Professor of Education, Univ. of Illinois at Chicago

Oct. 1, 2009, 3:00-4:00 pm, 1610 Engineering Hall
 

 
What do we know about learning that can invigorate education? How could this help faculty make decisions about their courses? Does assessment really drive learning? What does it take to integrate assessment into the curricular improvement process? How can we, if at all, apply research practices with which we are familiar to improve student learning? Expand your knowledge base about learning and merge your entrepreneurial spirit to design effective courses with the confirmed theories and practices on how people learn. Join us for a presentation by Jim Pellegrino, Liberal Arts and Sciences Distinguished Professor, Distinguished Professor of Education, and co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago.

Are you responsible for making up or grading test questions and problems? Do you want to ask important questions without turning grading into a nightmare? Do you want to reduce the effort it takes to grade quizzes/exams/homework while at the same time reducing student complaints/regrade requests? Grading student work is an extremely important piece of the total education process, but it can also be extremely costly in time, effort and frustration if we don't design things well. Explore practical strategies for question design and grading in this handy guide to design for grade-ability (DFG). Mike Morrow, Faculty Associate of Electrical and Computer Engineering facilitates this informative Teaching Improvement Program sponsored by the College of Engineering.

Grading is a challenging process but is a learning opportunity for both undergraduates and instructors. Handled effectively, grading helps students understand concepts and helps instructors understand misconceptions that students have. But since grades are the currency that students have to use to graduate and get into advanced studies, grading is an important component. Learn how to grade fairly and consistently. As instructors, help each other write effective questions and grading guidelines to allow for partial credit.  Jim Wollack from Testing & Evaluation, John Booske and Mike Morrow from Electrical and Computer Engineering offer their insight about grading in the Teaching Improvement Program session sponsored by the College of Engineering. 

This workshop deals with teaching strategies in your classroom. In addition, multiple approaches to assess student learning as well as using specific tools for grading are covered. Sandy Courter the Director of the Engineering Learning Center facilitated this New Educators' Orientation session sponsored by the College of Engineering.