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Resources Assessment

Resources

Winona State University Resources

course1.winona.edu/shatfield/air/resources.htm

 

National Institute for Learning Outcomes Assessment

http://www.learningoutcomeassessment.org/NILOAResources.html

 

Carnegie Melon University Resources

www.cmu.edu/teaching/assessment/index.html

 

Eastern Illinois University Measuring Tools

www.eiu.edu/~assess/deptinstrmnts.php

 

Classroom Assessment Techniques

www.flaguide.org/cat/cat.php

 

Principle 1. Ideas for using Technology to Enrich and Extend Faculty-Student Contact

Electronic correspondence with students

Keeping in touch with students as they develop

E-mail can help maintain a lasting bond

Hints for making e-mail work even better

On-line office hours

Getting to know students

Keeping in touch with students on internships

E-mail to link students, faculty and others (e.g., librarians)

Telephone and Voice Mail

Connecting with faculty and other experts elsewhere

Making it easier to submit assignments

E-mail as part of a strategy for teaching a course rich in faculty-student contact

Use of computer based work to strengthen face to face contact

Lists of class members, advisees online

Other Strtegies to Increase Connictedness

P.S. Context can make a difference - compare these responses from different instituations

 

Principle 2. Ideas for using Technology to Enrich and Extend Student-Student Cooperation

Group Projects and Assignments

Breaking Large (e.g., more than 20 students) Classes into Small Group, Online Discussions

Dealing with the Difficulties of Online Group Work

Peer Editing of Individual Assignments

Requiring Students to Comment on One Another's Contributions

Organized, informal discussion

Discussing the Reading; Feeding into/out of Classroom Discussion

Learning Contracts with Individuals and Groups

Undergraduate Teaching Assistants

Using Assessment to Foster Group Interaction

The Physical Setting

Other Ways of Building Discussion into Course Designs

Transcending the Individual Course

Informal

 

Principle 3. Ideas for using Technology to Enrich and Extend Active Learning

Students using computers to do what professionals do with computers

Active Learning in the Classroom: Extended Research

A choice of supplementary materials online

Online Research for Texts and Artifacts Related to the Topic under Study

Laboratory Experiments

Extended Reseadrch Outside of the Classroom

Analysis of Real World Case Studies

Support for Work on Projects

Links with Professionls in the Field

Simulations, Games, and Tours

Active Learning to Put Pieces Together

Explaining How to Apply What Has Been Taught

Tests That Provide Quick Feedback

Interacting with Lectures

Rewriting (Rethinking) Student Work

Faculty Communicating Online to Encouage Active Learning

Going Beyond the Individual Course to Achieve Understanding

Avoid technologies and facilities to encourage passive learning

 

Principle 4. Ideas for using Technology to Enrich and Extend Prompt Feedback

Speeding and enriching the Homework Cycle

Assessment and Large Courses

Feedback Built into the Homework Itself

Staff Feedback to Students During Discussion

Using Technology to Encourage Student Feedback to Other Students During Class Meetings

Staff Feedback About the Discussion, Given Later On

Feedback from/to students in which comments are anonymous

Feedback that Draws on What the Whole Class has Done or Said

Feedback Can Take the Form of Altered Teaching

Learning Contracts and Feedback

Assessment Before and After

Rubrics

Electronic Portfolios

Informal Feedback from Faculty (see also "Principle 1. Faculty-Student Contact")

Feedback from Peers

Quick Quizzes to motivate students

Feedback from Simulations

Visibility and Meaning for Grades

Surveys to help reshape the course as it unfolds

Helping Faculty See Patterns in Student Work Over Time

Advising

 P.S. Faculty Need to Allocate Time for Assessment

 

Principle 5. Ideas for Using Technology to Encourage More Time on Task and Reduce Wasted Time

The fifth principle is increasing 'time on task.' " Time plus energy equals learning," wrote Chickering and Gamson. Technology can play several, very different roles:

  1. Creating materials and processes that attract students to spend more time in their studies,
  2. Reducing wasted time (e.g., commuting time, standing in lines, waiting for books), and
  3. Helping communicate to students how much time and energy you and your institution expect them to invest in their work. In what ways has technology been used in your courses or at your institution that, directly or directly, results in students spending more time and energy in their studies?

The Impact of Online Assignments on the Timing of, and Time Taken by, Homework

Computer Tools Can Sometimes be Used to Do the Work Faster

Efficiency in Discussion (see also "1. Faculty-Student Contact")

Other Ways of Saving Classroom Time

Saving Commuting Time

Electronic Reserves

Helping Students Plan their Use of Time

If the Material Helps a Student Learn Faster and Better, It Can Save Time

Building 'Pacing' into Materials and Assignments

Laptops

Institutional Practices That Avoid Student "Down Time"

Student Time is Limited, like Faculty Time, So…

P.S. Technology Sometimes can Save Faculty Time, Too

 

Principle 6. Ideas for Using Technology to Communicate Higher Expectations

The sixth principle is "communicates high expectations.' "High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated." Expectations are communicated not only by what students hear you say but also by the nature of assignments. In what ways has technology been used in your courses or at your institution that, directly or indirectly, communicated high expectations to all your students? If you have an idea you don't see here, and would like to share, please describe it in a few sentences and email it to Steve Ehrmann; let us know if we can also post your name and e-mail so readers can contact you.

Explaining Assessment Standards Can Communicate High Expectations (see also "4. Prompt Feedback")

Using Rubrics to Communicate High Expectations

Learning Contracts

Finding a Meaningful Audience Can Communicate High Expectations

Real World Standards Can Communicate High Expectations, Especially If Articulated with Curriculum and Internal Assessment

Accountability for Getting the Materials

Using Faculty-Student Contact (Principle #1) to Communicate High Expectations

Using Other Students to Communicate High Expectations

Using Librarians to Communicate High Expectations

If Technology Enables Students to Do More, Expectations Can Be Increased

Use Materials to Communicate High Expectations

Using Equipment and Infrastructure to Communicate High Expectations

High Expectations Apply To Process as Well as Outcomes

For Distance Education, Setting High Expectations in Orientation Meetings

 

Principle 7. Ideas for Using Technology in Ways that Support Diverse Student Talents and Ways of Learning

The seventh principle is 'respecting diverse talents and ways of learning.' Students are different from one another. In different ways, each of them needs "the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learning in new ways that do not come so easily." In what ways has technology been used in your courses or at your institution that, directly or indirectly, help all students learn despite their differences and/or in ways that take advantage of their differences? Have you had success with a technique or tool you don't see here? something a few other faculty would love to hear about? Please tell us about it. You don't need to be the first - just the first to share the idea. PS. We've written a short article summarizing techniques that faculty can use with technology in order to recognize, respond to, and even take instructional advantage of the many differences among students.

Assignments that Give Students a Choice

Sometimes, Even a Choice Not to Come to Class

Disabilities

Flexibility in Time

Providing a Variety of Kinds of Materials Plus Help from a Variety of Sources

Some Students Learn Better If They Do "It" First and then Learn About "It"

Helping Students Identify Their Own Strengths and Weaknesses

Tailoring Resources to an Unusual Group of Students

A Mix of Communication Media Can Open Conversation to More Kinds of Students

Dealing with Differences

Helping students learn from their differences

Some materials and forms of assessment may be more open to students of varied talents than are others

P.S. Faculty Have Diverse Talents and Ways of Teaching

 

Important Dates:

February 15th or before

Fall Course Assessment Results/Findings

May 15th

Program Assessment Results/Findings & ICCB Program Review

June - May

Institutional Assessment Data Collection Process

September 15 of each year

Institutional Assessment Results/Findings and new outcomes in Weave

September 30 or before

Spring Course Assessment Results/Findings

Contact Information:

Lisa Madlem
Phone: 217.234.5088
Email: lmadlem@lakeland.cc.il.us
Office: Webb Hall - 020


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