assessing student learning

Quizzes on the Go

How can you infuse your classes with lively, productive experiences that nurture awake and alert minds in your students? What sort of instructional practices prime students to be cognitively active “learners on the go”?

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Examining the Quiz

We’re ready to share responses to our call for insights, experiences, and opinions on quizzes. You can expect to see them over the course of the next several weeks. I’ll start here with an overview of the issues to consider if you want to start

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An Empathetic Approach to Writing Rubrics

“Response shows a complete lack of understanding.”
“Piece had no style or voice.”
“Position is incoherent.”
“Thesis is utterly incompetent.”
“Weak.”
“Ineffective.”
“Unsatisfactory.”

This is some of the discouraging feedback that we found in an interdisciplinary, cross-institutional survey of

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assessing online student learning

Teaching through Assessment

There is an unfortunate tendency among higher education publications to measure the quality of online education by surveying faculty on whether they think online education is as good as face-to-face learning. But do these surveys ask whether the faculty answering have actually taught an online

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multiple-choice tests

Multiple-Choice Tests: Revisiting the Pros and Cons

Given class sizes, teaching loads, and a host of other academic responsibilities, many teachers feel as though multiple-choice tests are the only viable option. Their widespread use justifies a regular review of those features that make these tests an effective way to assess learning and

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students reviewing exam results

Point-Based Grading Systems: Benefits and Liabilities

If there’s a perfect grading system, it has yet to be discovered. This post is about point systems—not because they’re the best or the worst but because they’re widely used. It is precisely because they are so prevalent that we need to think about how

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online student on laptop

Five Classroom Assessment Techniques for the Online Classroom

Classroom Assessment Techniques (CATs) are valuable tools for helping faculty find out what students are learning and how well they’re learning it. Since the 1988 release of Classroom Assessment Techniques: A Handbook for College Teachers by Thomas Angelo and Patricia Cross, college teachers have been

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