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Full-Text Articles in Education
Developing Rubrics Using The New Oru Outcomes, Kim Boyd, Trevor Ellis, Leighanne Locke, Terry Shannon, Rachael Valentz
Developing Rubrics Using The New Oru Outcomes, Kim Boyd, Trevor Ellis, Leighanne Locke, Terry Shannon, Rachael Valentz
Professional Development Resources
The development and examples of key program assessments (KPAs) are shared. Dr. Boyd opens the presentation. Dr. Shannon (B.S. Sports Management) begins by providing an overview of aligning program and ORU outcomes. Prof. Locke (B.S. Mathematics) walks through how current assignments were chosen to be used as key program assessments and then how the rubrics were revised to improve alignment. Dr. Valentz (B.S. Nursing) discusses how to improve the foundational alignment between program outcomes and the criterion (rubric row headings) used to measure them. She shares how criterion can be contextualized in different assignments and demonstrates in Brightspace, by D2L, …
Lessons Learned: Curriculum Map As An Assessment Tool, Paul Antonellis
Lessons Learned: Curriculum Map As An Assessment Tool, Paul Antonellis
Academic Chairpersons Conference Proceedings
During this session, participants will learn about the steps taken to use curriculum mapping as an assessment tool, what worked well, challenges encountered, and recommendations going forward at the graduate and undergraduate level. The program will demonstrate how the program curriculum map can be linked to the general educational outcomes and aligned with intuition outcomes (Banta, 2014; Hundley & Kahn, 2019). Curriculum mapping will reveal program strengths and weaknesses before beginning the assessment process, avoiding costly mistakes in the assessment process. The mapping process will assist in determining which outcomes are assessed, when the outcome is assessed, and in which …
My First Time Ungrading: Approach Used And Reflections, Heather Leslie
My First Time Ungrading: Approach Used And Reflections, Heather Leslie
Feminist Pedagogy
A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …
A State University’S Assessment Of Acue: Feasible Model For Evaluating The Impact Of A Faculty Instruction Quality Program, Jeffrey Budziak, Daniel Super, Thomas Gross, Douglas Mcelroy
A State University’S Assessment Of Acue: Feasible Model For Evaluating The Impact Of A Faculty Instruction Quality Program, Jeffrey Budziak, Daniel Super, Thomas Gross, Douglas Mcelroy
Teacher-Scholar: The Journal of the State Comprehensive University
State comprehensive universities often stress the development of teaching quality to improve the outcomes and retention of students, especially for recently matriculated students. These universities invest in teaching quality programs, but often lack a feasible method to examine the longitudinal impacts of these programs. The purpose of this paper is to provide a model for universities to evaluate outcomes related teaching quality programs. ACUE, a teaching quality program, was implemented across 30 instructors, which equated to 463 course sections. ACUE instructors were matched to non-ACUE instructors using propensity score matching (PSM) and compared on the rate of end-of-the-semester students with …
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
How Do Higher Education Teaching And Learning Centers Contribute To An Institutional Culture Of Assessment?, Tracey Jean Beckley
How Do Higher Education Teaching And Learning Centers Contribute To An Institutional Culture Of Assessment?, Tracey Jean Beckley
Graduate Theses, Dissertations, and Problem Reports
Teaching and learning centers in higher education are often charged with providing faculty development programming in support of overarching institutional goals related to effective teaching and assessment of student learning. Using the theoretical frameworks of Maki and Weiner as a launch pad, this exploratory case study examines how two teaching and learning centers have provided services, implemented programming, and strategically affected cultural change among faculty and other stakeholders in support of an institutional culture of assessment. The study revealed four thematic strands to consider when developing practical ways for teaching and learning centers to contribute to a culture-building endeavor in …
The Value Of The Useless: Erin Manning, Impact, Higher Education Research, Progress, Laura Elizabeth Smithers
The Value Of The Useless: Erin Manning, Impact, Higher Education Research, Progress, Laura Elizabeth Smithers
Educational Foundations & Leadership Faculty Publications
This article brings the work of Erin Manning to bear on common sense practices and conversations of the value of a college education. Manning’s work provides a productive alternative to the neoliberal discourse of college impact that has dominated higher education research for the past half century. Neoliberalism produces the common sense of the value of education as privatized, datafied (or dividuated), and measurable outcomes. This common sense reduces American higher education to the sum of its parts. To produce worlds to which campus marketing departments on occasion gesture, worlds where college produces spaces of community transformation, we must come …