The National Student Survey 2015 Classroom Assessment Techniques Lee Haugen Center for Teaching Excellence, Iowa State University February, 1999 What are CATs? Classroom Assessment Techniques are formative evaluation methods that serve two purposes. They can help you to assess the degree to which your students understand the course content and they can provide you with information about the effectiveness of your teaching methods. Most are designed to be quick and easy to use and each CAT provides different kinds of information. Formative Evaluations Formative evaluations provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning. How do CATs improve teaching and learning? When CATS are used frequently, they can have the following impacts: For faculty, CATs can: For students, CATs can: What kinds of evaluations are CATs designed to perform?
ASKe - Centre for Excellence in Teaching and Learning - Oxford Brookes University* The work of the centre has been organised into 4 strands of activity, click on them to find out more. Contact us ASKe Pedagogy Research Centre Faculty of Business, Oxford Brookes University, Wheatley Campus, Wheatley, Oxford OX33 1HX Tel: +44 (0)1865 485673, Fax: +44 (0)1865 485830 Email: aske@brookes.ac.uk ASKe Pedagogy Research Centre ASKe, the Assessment Standards Knowledge exchange, was established as a Centre for Excellence in Teaching and Learning (CETL) based at Oxford Brookes University Business School. ASKe's work continues at the ASKe Pedagogy Research Centre (led by Professor Margaret Price) based in the Faculty of Business at Oxford Brookes. Keynotes and Publications are found on the left-hand menu but for further information regarding our research please visit our pages on the University's Faculty of Business website here. What makes good feedback good? Read more about our collaborative research project with Cardiff University including the Final Report. External Examiner project
Frameworks for Higher Education Qualifications - England, Wales and Northern Ireland This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland It applies to degrees, diplomas, certificates and other academic awards granted by a higher education. FHEQ, framework, higher education qualifications, England, Wales, Northern Ireland, Publication date:Aug-2008ISBN/ISSN:ISBN 978 1 84482 871 5Size:247KBDescriptionThis guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). It applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a higher education provider in the exercise of its degree awarding powers.
A SoTL Primer | Nancy L. Chick How many times did you introduce SoTL to someone new in the last year, and what did that introduction look like: a definition, a description, a metaphor, a citation, a workshop, a book, a website? I dream of a SoTL primer, a little anthology of key readings that would together provide some coverage, depth, and range of the field. I imagine a simple cover, a size that fits comfortably in my hands and lightly in my bookbag, lovingly worn pages with dog-eared corners and post-it notes throughout, and oh that book smell. On a whim one day, I emailed the following question to an unscientific sampling of friends and colleagues: If you were putting together a SoTL primer of 1 to 10 titles to introduce colleagues to the field, what would you include? I’ll put the full list on my SoTL Guide once it’s ready, but for now, here are a few highlights: So far, I’ve received 22 additional lists (plus mine). Compiling all 23 lists into a single bibliography, there are 112 citations. What’s your list?
Strategies | Three-Minute Pause Strategies for Reading ComprehensionThree-Minute Pause[as modeled by Jay McTighe] What Is a Three-Minute Pause?At a wonderful workshop on the backwards design planning process (as suggested by Ralph Tyler and further developed by Grant Wiggins), Jay McTighe incorporated a Three-Minute Pause as a break in large sections of content. How Does It Work? 2) Add Your Own Thoughts. 3) Pose Clarifying Questions. Why Should I Take the Time for a 3-Minute Pause? The Three-Minute Pause has been around for a while, and it's taken a lot of different forms. Download and Print: 3-Minute Pause (blackline master for overhead transparency) © 1998-present by Raymond C. International Journal for Students as Partners Vision The International Journal for Students as Partners (IJSaP) is a new journal about learning and teaching together in higher education. IJSaP explores new perspectives, practices, and policies regarding how students and staff (used here and subsequently to refer to academic staff/faculty, professional staff, and other stakeholders) are working in partnership to enhance learning and teaching in higher education. Shared responsibility for teaching and learning is the underlying premise of students as partners, and IJSaP is produced using a student-staff partnership approach. IJSaP is designed to appeal to a wide audience of readers and potential authors in the higher education community. About IJSaP IJSaP is an open access, online, English-language, peer-reviewed journal which is committed to enacting the principles of partnership in the way it operates. The distinctive features of IJSaP:
Anderson and Krathwohl - Bloom's Taxonomy Revised - The Second Principle Understanding the New Version of Bloom’s Taxonomy ©Leslie Owen Wilson (2016, 2013, 2005, 2001) Contact Leslie A succinct discussion of the revisions to Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively Background: Who are Anderson and Krathwohl? Here in the United States, from the late 1950s into the early 1970s, there were attempts to dissect and classify the varied domains of human learning – cognitive (knowing, or head), affective (emotions, feelings, or heart) and psychomotor (doing, or kinesthetic, tactile, haptic or hand/body). While all of the taxonomies above have been defined and used for many years, there came about at the beginning of the 21st century in a new version of the cognitive taxonomy, known commonly before as Bloom’s Taxonomy. The Cognitive Domain: The following chart includes the two primary existing taxonomies of cognition. Taxonomies of the Cognitive Domain Table 1.1 – Bloom vs. (Diagram 1.1, Wilson, Leslie O. 2001) Sources:
digitalstorytellingsynthesis / Digital storytelling in higher education McLellan (2006: 73), while recognising that digital storytelling has applications in a range of disciplines, prioritises its use for personal stories, digital story archives, memorial stories, avocational stories, educational stories and stories in medicine and health. This usage can be said to reflect the agentive nature of storytelling. Oppermann (2008), Coventry (2008), Jenkins & Lonsdale (2008) Olney et al (2009) all provide examples of how digital storytelling use within higher education is broadening out beyond the priority areas identified by McLellan. Behind this increased use, both in frequency and spread is an understanding of the impact that this approach can have on the student learning experience that draws upon the pedagogy of storytelling but also recognises the affordances provided through the use of technology. Benmayor (2008: 198) identifies digital storytelling as a social pedagogy, approaching learning as a collaborative process.
Strategies | Think-Pair-Share Strategies for Reading ComprehensionThink-Pair-Share[Lyman, 1981] What Is Think-Pair-Share?Think-Pair-Share is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland. It gets its name from the three stages of student action, with emphasis on what students are to be DOING at each of those stages. How Does It Work? 2) Pair. 3) Share. Why Should I Use Think-Pair-Share? Because of the first stage, when students simply THINK, there is Wait Time: they actually have time to think about their answers. © 1998-present by Raymond C.
"The flipped classroom will redefine the role of educators" | Harvard John A. Paulson School of Engineering and Applied Sciences The following interview is excerpted from an article published this month on the website EvoLLLution—"illuminating the lifelong learning movement." Eric Mazur is area dean of Applied Physics at Harvard University and Balkanski professor of physics and applied physics. Since introducing the flipped model to his classroom, Mazur has seen a great response from his students, both in their attitudes and in their grades. In this interview, Mazur explains the benefits of this approach, and how it will redefine the role of post secondary educators in 10 years’ time. 1. Well, it's been quite a while. In fact, whenever I lecture for professional reasons, at a conference or anything else, and I don’t have an ability to get immediate feedback from my audience as I get from my students, I feel totally lost. 2. I used the greatest invention in information technology, called the book. When I started doing what I did, I didn’t call it the flipped classroom. Read the entire interview here