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Full-Text Articles in Education
Develop A Communicating And Reporting Plan For Useful Evaluation, Jessie Kong
Develop A Communicating And Reporting Plan For Useful Evaluation, Jessie Kong
The International Institute for Innovative Instruction Blog
Stakeholders are key for useful evaluation! Develop a communicating and reporting plan to actively interact with your stakeholders throughout the evaluation process.
Training For Hlc Peer Reviews, Yuerong Sweetland
Training For Hlc Peer Reviews, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
In this article, I would like to share my experiences from the HLC (Higher Learning Commission) Peer Review training that I completed in October 2017.
Using Focus Groups For Assessment, Evaluation, And Improvement, Yuerong Sweetland
Using Focus Groups For Assessment, Evaluation, And Improvement, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
A focus group, as Krueger (2015) defined, is “a carefully planned series of discussions designed to obtain perceptions on a defined area of interest in a permissive, non-threatening environment.” A focus group approach, as a qualitative method, can provide rich information on perceptions, feelings, and reactions through participant interactions resembling the dynamics of real life in a comfortable environment. In particular, it can be used to uncover mysteries behind vague or unexpected responses by probing into the “how” or “why” of participant behavior and thinking.
Assessment Of And For Student Learning And Success: Who Cares?!, Lewis Chongwony
Assessment Of And For Student Learning And Success: Who Cares?!, Lewis Chongwony
The International Institute for Innovative Instruction Blog
A couple of months ago I came across a Chronicle of Higher Education article titled “Does Assessment Make Colleges Better? Who Knows?” The gist of the article is that virtually nobody, even those in higher education, truly cares about an institution’s assessment in making informed decisions about quality of institutions, for example, when considering a significant choice of which college to send one’s children.
Assessment As An Agent For Change, Yuerong Sweetland
Assessment As An Agent For Change, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
I recently attended two assessment-related conferences: the AALHE (Association for the Assessment of Learning in Higher Education) 7th Annual Conference and the SAARC (Student Affairs Assessment and Research Conference) at the Ohio State University where I served as a panelist. These two conferences were quite different, with the second one leaning more towards assessment and research in student affairs or co-curricular areas and the first one having a more comprehensive focus on assessment, learning and teaching. In spite of the many differences, I felt that a common challenge was being addressed, either explicitly or implicitly: how to make assessment meaningful …
How To Make Assessment Meaningful, Yuerong Sweetland
How To Make Assessment Meaningful, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
One of the challenges with assessment is answering the “so-what” question. After the initial nationwide calls for assessment more than three decades ago, most institutions are conducting assessment. However, when it comes to using assessment data, there are varying levels of success at higher education institutions, even though accrediting bodies are placing more and more emphasis on closing the assessment loop by using evidence of student learning to inform changes in curriculum and instruction (as well as co-curriculum).
Coping With The Complexity Of Learning Analysis, Xiaopeng Ni
Coping With The Complexity Of Learning Analysis, Xiaopeng Ni
The International Institute for Innovative Instruction Blog
Educators have a lot of data at their disposal: student grades, demographics, communications, course surveys, and learning analytics. And while all this information can seem overwhelming at times, careful instructional analysis can yield great results
How Peer Review And Peer Grading Can Inspire Knowledge Building In The Classroom, Yuerong Sweetland
How Peer Review And Peer Grading Can Inspire Knowledge Building In The Classroom, Yuerong Sweetland
The International Institute for Innovative Instruction Blog
Citing von Glaserfeld (1995), Brill and Hodges (2011) suggested that peer reviews were conducive for knowledge building among learners through shared experiences. Drawing on their own practices in teaching instructional design courses, they concluded that peer reviews helped support professional standards and strengthen learners’ real-world skills in solving complex problems
From Knowledge Sharing To Knowledge Building, Xiaopeng Ni
From Knowledge Sharing To Knowledge Building, Xiaopeng Ni
The International Institute for Innovative Instruction Blog
Our society is changing rapidly and innovation is becoming more recognized as a key factor for a competitive advantage. In order to prepare our students for success in innovation, it is necessary to re-examine our conventional pedagogy and to gear the design of students’ learning experience toward the unknown. So, in higher education, how can we prepare our students for innovation?