assessment
VALUE: Rubrics for AAC&U Essential Learning Outcomes
Submitted by Jeff Henriques on Fri, 11/20/2009 - 13:43Tags:
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.
Technology Enhanced Collaborative Group Work
Submitted by Lindsey Schmidt on Wed, 11/11/2009 - 13:21Tags:
The 2008-2009 Engage Adaptation Award, Technology Enhanced Collaborative Group Work, gathered data from students and instructors across campus on technology enhanced group assignments.
Using Evidence-Based Teaching Methods to Improve Education
Submitted by Jeff Henriques on Wed, 10/21/2009 - 13:32Tags:
The author, Bryan K. Saville, has kindly permitted the TLE to publish this article on our site. Dr. Saville is an associate professor in the Department of Psychology at James Madison University. In 2002, he received the McKeachie Early Career Award from the Society for the Teaching of Psychology (STP). Dr. Saville currently serves as associate editor for Teaching of Psychology.
Over the past few decades, educators have spent considerable time discussing the state of American education. Quite often, their conclusions have been less than flattering. Over 25 years ago, Cameron (1983) lamented: "Most predictions about the future of colleges and universities as organizations include conditions of decline" (p. 359). More recently, Hersh and Merrow (2005) suggested that, "Higher education, long viewed as the crown jewel of American education, is tarnished" (p.
Simple Ways to Address the Five Best Teaching Practices (Compiled from the Sept 09 Delta Roundtable Participants)
Submitted by Chris Pfund on Thu, 10/01/2009 - 14:12Tags:
This list of ideas was generated by more than 70 participants at the Delta Roundtable Dinner on September 16, 2009 following Dr. Aaron Brower’s presentation on five best teaching practices. Participants were asked to share one simple, easy-to-implement approach for improving learning in their classrooms. The ideas were collected, compiled, and organized accordingly to the five best teaching practices (learning in context, group-based learning, time on task, increased frequency of feedback, and positive classroom climate). Please note that the list is mostly unfiltered. There are many ideas, only some of which will likely appeal to individual readers. We suggest you browse the list and pick out ideas that resonate with your approach to teaching and the needs of your students.
“Simple” Strategies for Addressing the Five Best Practices in Teaching and Learning
Assessment of Student Learning in STEM Disciplines: Connecting Issues of Theory and Design to Contexts of Application and Practice
Submitted by Engr Learning Ctr on Mon, 09/21/2009 - 21:46Tags:
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.
Dr. Pellegrino will help us answer these questions. His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding.
