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Educational Methods

Assessment

Georgia Southern University

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Full-Text Articles in Education

Piloting Pbl For Senior Military Leaders, Megan J. Hennessey Ph.D., Celestino Perez Jan 2019

Piloting Pbl For Senior Military Leaders, Megan J. Hennessey Ph.D., Celestino Perez

SoTL Commons Conference

The U.S. Army War College is an accredited professional military education institution that develops strategic leaders and skilled problem solvers in order to achieve national security objectives. During the 2018-2019 academic year, faculty piloted a problem-based learning (PBL) design in the Introduction to Strategic Studies course to explore how executive-level students: (1) translate knowledge of strategy into performance and (2) how engagement in PBL influenced students’ sense of belonging in the seminar environment using Walton and Cohen’s (2007) Sense of Belonging instrument.


I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li Mar 2017

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li

SoTL Commons Conference

Even when faculty clarify evaluation criteria through the use of rubrics, students often interpret and apply the criteria differently from faculty (Li and Lindsey, 2015). This can be particularly true for writing assignments. This presentation explores a new methodology for improving student understanding of quality writing across disciplines and genres. It describes initial findings of a mixed-method research study designed to test the efficacy of key word rubrics – rubrics that consist solely of essential descriptive terms rather than detailed criteria. The presenters will share preliminary data on the effectiveness of this methodology and its potential for application across disciplines.


Assessment Of Faculty Technology Readiness For Effective Transitioning To Online Instruction, Joanne R. Zukowski, Janice D. Terrell Mar 2015

Assessment Of Faculty Technology Readiness For Effective Transitioning To Online Instruction, Joanne R. Zukowski, Janice D. Terrell

SoTL Commons Conference

Online learning options continue to gain popularity among adult learners who demand the flexibility that online programs provide. Although new online instructional technology delivery tools continue to emerge, the attitudes and abilities of college faculty regarding use of those tools have not kept pace, particularly long-term classroom adjunct faculty members employed full-time outside of academe. Literature indicates a lack of continuous improvement in college faculty members’ attitudes about and proficiency with online instructional skills often lead to faculty resistance to engaging in online instruction. A clearer understanding of faculty development needs may assist college leaders in aligning limited resources with ...


A Methodology For Assessing Skill Based Educational Outcomes In A College Course, Greg L. Alston, Carrie Griffiths Mar 2015

A Methodology For Assessing Skill Based Educational Outcomes In A College Course, Greg L. Alston, Carrie Griffiths

SoTL Commons Conference

Objectives: Accreditation standrads stress outcomes based educational strategies for pharmacy education. New approaches to assessment will be needed to adequately quality control these new outcomes based standards. The strategy described uses both direct and indirect performance measures to assess skill development.

Design: Course objectives were recast as skills to be demonstrated. Confidence in these skills was surveyed pre- and post-course. Student skills were demonstrated using 4 different work products and a multiple-choice test.

Assessment: The change from the pre-course survey to the post-course survey was analyzed with a paired t-test. The quality of the student work product was assessed using ...


Assessment Strategies To Support Teaching From The Test, J Dana Eckart Mar 2015

Assessment Strategies To Support Teaching From The Test, J Dana Eckart

SoTL Commons Conference

Educational standards are often derided as promoting “teaching to the test” in which curriculum becomes narrowly focused and students are often deprived of instruction and activities that would broaden their understanding and integration of topics. Having some standard of knowledge is important for both portability (e.g., when students transfer between institutions) and learning certification (e.g., communicating the level of accomplishment to future employers), therefore the focus should be on the most effective ways to assess the learning objectives. This presentation examines the author’s experience with two different assessment strategies in university-level Computer Science courses. Both strategies provide ...


Concept Mapping As A Meaningful Learning Tool To Promote Conceptual Understanding And Clinical Reasoning For Resident And Distance Learning Students, Gregory G. Passmore Mar 2014

Concept Mapping As A Meaningful Learning Tool To Promote Conceptual Understanding And Clinical Reasoning For Resident And Distance Learning Students, Gregory G. Passmore

SoTL Commons Conference

Presentation will follow a traditional learning cycle format of:

1. Exploration - How to make and use Concept maps;

2. Explanation - Meaningful Learning Theory, Concept maps, Empirical evidence from the author’s research; and

3. Application - Learning Theory exercise.

Objectives:

1. Construct a concept map.

2. Participate in a discussion of the meaningful learning theory and concept mapping in the active learning environment.

3. Discuss empirical evidence associated with quasi-experimental, longitudinal investigations using resident and distance learning student cohorts

4. Investigate the relationship between concept mapping and the information processing model of memory.

Background:

Meaningful learning is the non-arbitrary assimilation of ...


Bend It Like Bloom!, Ludwika Goodson Mar 2014

Bend It Like Bloom!, Ludwika Goodson

SoTL Commons Conference

This presentation will re-vision "Bloom's Taxonomy" as a measurement and curricular alignment tool. When re-visioned, it becomes a model of current standards for constructing "domain-referenced" assessments. From this vision, we will broaden the view, with Anderson and Krathwohl, and Webb, who in their research and proposed levels of learning, affirm and deepen the application of a learning taxonomy to improve curriculum alignment with educational objectives and assessments.

To begin, we will bend back the lens toward creation of the original Taxonomy of Educational Objectives. Measurement specialists wanted a framework for U.S. universities to share test items for building ...


Three R’S For Sotl: Rigor, Relevance, And Rubrics, Arlene F. Wilner, Pamela A. Brown, Janet E. Cape, Tamara J. Musumeci-Szabo, Cynthia M. Newman Mar 2014

Three R’S For Sotl: Rigor, Relevance, And Rubrics, Arlene F. Wilner, Pamela A. Brown, Janet E. Cape, Tamara J. Musumeci-Szabo, Cynthia M. Newman

SoTL Commons Conference

Criteria for determining what counts as legitimate scholarship in SoTL are the subject of ongoing discussion. This panel, comprising faculty who have participated in an SoTL Faculty Learning Community, asks the audience to (re)consider the “rigor vs. relevance” debate with regard to study-design by evaluating the methods and outcomes of four classroom-inquiry projects (each presented in a 3-minute overview). Objectives: Addressing the tension between the norms of scientific inquiry and the “ill-structured” elements of both teaching and learning, audience members will define criteria and discuss a rubric suggested by the panel to consider together the qualities that best inform ...


What Does Your Teaching Lack?, Sharon Gilbert Mar 2013

What Does Your Teaching Lack?, Sharon Gilbert

SoTL Commons Conference

What do you LACK in your teaching? LACK stands for creating learning environments that are Learning-centered, Assessment-centered, Community-centered, and Knowledge-centered. This poster will provide information to help participants self-reflect and expand on their teaching practices in these four areas. The information is based on Bransford's (2000) work in the book How People Learn: Brain, Mind, Experience, and School.


Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote Mar 2012

Critical Inquiry In The Classroom: Creating Opportunities For Deeper Learning And Application, Andy Dyer, Stephanie Foote

SoTL Commons Conference

The first year of college is a critical time in the cognitive development of students, a time when students experience measurable gains in learning (Reason, Terenzini, & Domingo, 2006). Through the implementation of a 1-credit hour required Critical Inquiry (CI) course, faculty at one institution are encouraging this development by engaging first semester first-year students in deeper learning that applies critical inquiry knowledge and skills. In this session, the presenters will draw from collective experiences developing and implementing the CI course, and related faculty development to: a) communicate strategies that have been used to get students engaged in the critical inquiry process; b) share examples of student work on activities and assignments that encourage deeper thinking and learning; c) explain the methods used to evaluate critical thinking and inquiry skills through student learning outcomes measurement and a common CI Portfolio; d) present findings related to the authentic portfolio assessment; and e) facilitate a discussion with the audience about how they can adapt activities and assignments in their courses to promote deeper learning.


Online Tools For Engaging Undergraduate Business Students, Wallace Lockhart Mar 2012

Online Tools For Engaging Undergraduate Business Students, Wallace Lockhart

SoTL Commons Conference

Description: As we move toward online course management and blended learning, are we keeping up with student expectations? The 2010 ECAR survey raises concerns. The Study : A single platform (moodle) is used for class co-ordination. Students were exposed to a blend of traditional and online tools for engagement and assessment. Paper was eliminated. The study covered ten courses over two years. Surveys asked perceived difficulty and benefits of online vs traditional tools, and what is most important to student's overall learning experience. Results : Student response to online tools was initially luke-warm, but improved over time as we learned to ...


Reading The Absence: Critical Reading And Social Engagement, Karen Manarin, Melanie Rathburn, Miriam Carey Mar 2012

Reading The Absence: Critical Reading And Social Engagement, Karen Manarin, Melanie Rathburn, Miriam Carey

SoTL Commons Conference

The term “critical reading” has two distinct traditions: reading for academic purposes and reading for social or civic engagement. In this session participants will learn about a collaborative method for SoTL projects, hear findings about critical reading for social engagement in a general education program, and engage in dialogue about critical reading. This session describes the evidence-based assessment practices used to gather information about how students demonstrate critical reading across the four areas of a first-year general education program: Numeracy and Scientific Literacy; Values, Beliefs and Identities; Community and Society; and Communication. Researchers examined the written work produced by students ...


Collaborative Assessment: Measuring Effects Of Community-Based Participatory Research On Student Learning, Caroline Nielsen, David Dunbar, Christina Medved, Susan Gill Mar 2012

Collaborative Assessment: Measuring Effects Of Community-Based Participatory Research On Student Learning, Caroline Nielsen, David Dunbar, Christina Medved, Susan Gill

SoTL Commons Conference

Community-based participatory research (CBPR) involves students in addressing real-world problems in collaboration with community partners. Research has shown that this approach results in positive outcomes with respect to student engagement and attitudes. However, demonstrating that CBPR leads to genuine improvement in student learning, as compared with more traditional pedagogical approaches, is an emerging challenge. In order to address this challenge, we present the use of an authentic assessment in Watershed Ecology, a CBPR science course for non-majors, to measure gains in student learning as compared with learning gains in a similar undergraduate course that does not use a CBPR approach ...


Sotl And The Creative Power Of Faculty Learning Communities, Arlene Wilner, Sharon Mirchandani, Phillip Lowrey, Bryan Spiegelberg, Danielle Jacobs Mar 2012

Sotl And The Creative Power Of Faculty Learning Communities, Arlene Wilner, Sharon Mirchandani, Phillip Lowrey, Bryan Spiegelberg, Danielle Jacobs

SoTL Commons Conference

Drawing on lessons learned from ten years of developing and sustaining faculty learning communities and from participation in a Dean's Task Force on Curriculum Revision, SoTL practitioners from different disciplines (e.g., music, biology, English, chemistry) will demonstrate the value of SoTL as an integrative activity that accomplishes simultaneously several higher-education objectives: 1) building faculty morale through shared evidence of positive effects on student learning, 2) promoting assessment as a tool for teaching as well as for evaluation, 3) enabling faculty to teach and learn from each other, and 4) influencing the revision of the general education curriculum in ...


Learning Assessment, And Career Marketability: A Strategy For The Liberal Arts, Samantha Earley, Wolfgang Natter Mar 2012

Learning Assessment, And Career Marketability: A Strategy For The Liberal Arts, Samantha Earley, Wolfgang Natter

SoTL Commons Conference

Undeniably, it's one of the most difficult questions that a liberal arts major will face in her academic career: “What are you going to do with that major?” In these economic times, it's a fair question. The dilemma for the student isn't helped when, often, professors can't offer answers other than “teaching” or “graduate school.” As educators, we can help answer that question by using competency-based grading rubrics geared toward enabling students to discuss their skills sets in light of corporate hiring. Assessment in this sense can become a way to inform students about both the ...


Using High Touch Pedagogy, Authentic Assessment & Student Generated Content To Increase Student Engagement In Online Education, Kristen Betts, Annette Wilson Mar 2012

Using High Touch Pedagogy, Authentic Assessment & Student Generated Content To Increase Student Engagement In Online Education, Kristen Betts, Annette Wilson

SoTL Commons Conference

Assessments in educational programs typically provide students with measures that include answer selection, information recall, and the completion of faculty generated or standardized tests. While these types of traditional assessment have a role in learning, authentic assessment, learning simulation, and student-generated content enable students to actualize and apply acquired knowledge and skills to real-life scenarios. This session will discuss how high touch pedagogy and assessment can increase student success and prepare graduates for advanced studies, career placement, advancement, and transition. Additionally, this session will share how to integrate individual and group assessments that build upon research relating to neuroplasticity, cultural ...


Campus-Wide Assessment Of Sotl: Analysis Of Perceptions, Engagement And Obstacles, Andi Beth Mincer, Sabrina Hessinger Mar 2012

Campus-Wide Assessment Of Sotl: Analysis Of Perceptions, Engagement And Obstacles, Andi Beth Mincer, Sabrina Hessinger

SoTL Commons Conference

Published literature on campus-wide assessment of faculty knowledge, perceptions and participation in Scholarship of Teaching Learning (SoTL) is scant. Presenters will describe a survey instrument specifically developed for general faculty assessment of this topic. The survey was constructed by compiling and modifying the most relevant elements of previously published instruments. Analyses include comparisons made based on factors such as college, department and rank. Survey data revealed, for example, that faculty reported high levels of understanding and value of SoTL in higher education, but low levels of actual participation in SoTL activities. Plans for on-campus utilization of these results, including informing ...


Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder Mar 2011

Development And Validation Of An Open Ended Assessment - Creative Excercises, Jessica Orvis, Deborah Sauder

SoTL Commons Conference

Nationally standardized multiple choice exams are used heavily in assessment of many fields. While these exams can provide valuable information about student learning, many educators believe that multiple choice exams are too limiting. The presenters advocate for the addition of a more open ended assessment that would measure student learning of a different type, while still being incorporated within a conventional exam. This session focuses on a new open ended assessment called the Creative Exercise (CE) which consists of a prompt, leading students to write down a limited number of distinct, correct and relevant facts about the prompt. Participants will ...


A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick Mar 2010

A Tale Of Two Courses: Renovating Courses For Significant Learning, Denise P. Domizi, Rebecca Mullis, Paul S. Quick

SoTL Commons Conference

Using L. Dee Fink’s model of backward course design for integrated learning (2003), nine members of a year-long faculty learning community (FLC) designed or redesigned a course. Participants initially focused on critically examining what they wanted students to know, do, think and feel ve years after taking their respective classes. Once participants established and re ned course goals, they designed teaching and learning activities and assessments to help students meet those goals. Fink’s model of course design and development provided the framework for creating and implementing these course (re)designs across disciplines. This model integrates the relationships between ...


Assessment: A Strategy For Success In Organic Chemistry, Patricia C. Thorstenson Mar 2009

Assessment: A Strategy For Success In Organic Chemistry, Patricia C. Thorstenson

SoTL Commons Conference

The two semester sequence in Organic Chemistry is challenging for many students, given the voluminous amount of information to master. However, mastery can be achieved if students develop an understanding of the broad themes and principles that form the “architecture” of the discipline. Since 2006, required assessment activities, both written and oral, have been used to assess whether or not an understanding of this architecture was being developed. Students received individual feedback on all written submissions, thus providing assistance to students when their performance indicated that this essential framework was not being sufficiently developed. Representative data comparing final course grade ...


Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore Mar 2009

Improving Academic Quality Through Outcomes Assessment And Active Learning Strategies – A Model For Effective Institutional Change, Mary C. Hassinger, Theresa R. Moore

SoTL Commons Conference

Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty ...


Learning To Be A Research Scientist: Capturing The Transformation, Bonnie Mullinix, Brannon Andersen Nov 2007

Learning To Be A Research Scientist: Capturing The Transformation, Bonnie Mullinix, Brannon Andersen

SoTL Commons Conference

This session engages participants in considering the multiple benefits of self-assessment and identifying mechanisms to capture transformative learning that moves student participants towards recognizing themselves as researchers and scientists. Session participants will be invited to brainstorm formative, summative and potential impact uses of self-assessment instruments and have the opportunity to review first-year findings exhibiting growth in key areas assessed. They may choose to work in small groups to represent the multi-modal research design of this NSF-Funded undergraduate research initiative or may choose to work with narrative reflections to identify themes and transformational moments. From these experiences, participants will help generate ...


Instructors' Perceptions Of Classroom Assessment For Web-Based Instruction, Kim L. Creasy Nov 2007

Instructors' Perceptions Of Classroom Assessment For Web-Based Instruction, Kim L. Creasy

SoTL Commons Conference

The purpose of this study is to investigate the dynamics of web-based classroom assessment by analyzing the perceptions and experiences of the instructors. The study included 10 faculties who taught Web-based classes, and 216 students in the College of Education in an urban university in the Midwest. Interviews and classroom observations were undertaken on-line. The findings indicated that, performance-based assessment, writing skills, interactive assessment and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of the major roles of online instruction is to increase selfdirected learning, as part of the pedagogical mechanism, web-based classroom assessment ...