-Herbert Simon
We teach students - humans.
Meta-moments - offering the learning a chance to process their learning (to think about their thinking)
Articulate student learning goals
-identify the most important outcomes - knowledge, skills, attitudes - the learner should change in any or all of these ways
-learning goals form the basis of assignments / assessments
-add transparency for the students - improving student performance
-decrease time spent responding to student work - excellent work seldom needs much processing time
Learning outcomes at UND:
In order to lay the foundations for life‐long learning, by the time they graduate, Notre Dame undergraduates will be able to:
A. Acquire, synthesize, and communicate knowledge by incorporating relevant disciplinary approaches, cultural perspectives, and Catholic intellectual tradition.
B. Recognize moral and ethical questions in lived experiences, evaluate alternatives, and act with integrity.
C. Contribute to the common good by displaying a disciplined sensibility and committed engagement in response to complex challenges facing local, national, or global communities.
D. Demonstrate the vision and self‐direction necessary to articulate, set, and advance toward their goals.
E. Think critically in formulating opinions or accepting conclusions.
F. Exhibit creativity or innovation in the pursuit of their intellectual interests.
G. Display a level of mastery in their major field(s) of study that enables them to successfully pursue professional careers or advanced study.
When writing student learning goals, use specific language - describe, analyze, argue, solve, create, compare-avoid vague language - "know" or "understand"
-avoid passive language - "students will be exposed to" or "students will have an appreciation for"
-specific language indicates student responsibility
Bloom's Taxonomy for Learning, Teaching and Assessing
-Create (higher order)
-Evaluate
-Analyze
-Apply
-Understand
-Remember (lower order)
Taxonomy of Significant Learning
-what creates significant learning situations?
-what makes learning stick?
-L. Dee Fink - education must have a human dimension, the more that you can integrate aspects of each of these areas, the more success students will have
Assignments / Assessments:
-align with the learning goals - is the assessment valid - are you assessing what you taught?
-what is the assignment called?
-consider contexts - calendar, prior knowledge
-workload - manageable in terms of type, number, length, spacing?
Activities to enhance student learning based on David Kolb's Learning Dimensions:
https://learning.nd.edu/remix/tools.html
Increasing student engagement and accountability:
-aspects of the learning process - first exposure, process, response
-consider when first exposure occurs and how processing and responses take place
-http://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1186&context=gvr
Schedule office hours that work for students - and schedule them in a place where students gather
-come early and stay late
-use technology when appropriate - manage expectations
-be available
Feedback:
-use what the students know
-don't waste time on careless student work
-address fundamental concerns first
-use comments only for teachable moments
-use only as many grading levels as you really need
-limit the basis for grading
-utilize peer feedback
-use technology to save time and enhance results
Rubrics:
-"A printed set of guidelines that distinguishes performances or products of different quality." (Wiggins)
-"Divide an assignment into its component parts and provide a detailed description of what constitutes acceptable...performance for each of those parts." (Stevens and Levi)
-"Makes public key criteria that students can use in developing revising, and judging their own work." (Huba and Freed)
-"rubrics are a part of a major shift, a major redistribution of power..." (Stevens and Levi, 2013)
-Why use grading rubrics? - efficiency, transparency, objectivity, reliability, self-assessment, creativity
-Holistic Rubric - assess product as a whole, consists of a single scale, all criteria considered together
 |
| http://ii.library.jhu.edu/tag/holistic-rubric/ |
-Analytic Rubric - rows - criteria to be rated (nouns); columns - levels of achievement (adjectives or points); cells - descriptions of mastery (verbs)
 |
| http://ii.library.jhu.edu/tag/holistic-rubric/ |
-Rubric sites:
http://www.rcampus.com/indexrubric.cfm
https://www.aacu.org/value/rubrics
