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Overview
Student Assessment Adaptation to the Discipline
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Student assessment will vary depending on the specific goals, objectives, and activities chosen by the instructor. We recommend that paper-and-pencil tests not be central to the assessment strategy and that more direct means be found (see Angelo & Cross, 1993; Pellegrino, Chudowsky, & Glaser, 2001 for examples and discussions regarding student assessment). Here are a number of possible assessments for the “Getting Started” module: · Have students critique a set of course syllabi from their discipline. Syllabi should represent courses for large groups of students, small groups, online courses, hybrid courses, and traditional face-to-face courses. Create a rubric to evaluate the students’ critique in terms of their ability to compare existing syllabi with recommended practices. · Have students revise an existing syllabus (preferably one they created). Design a rubric to compare their syllabus with the recommended practices discussed in class and found throughout the literature. · Have students create a number of course policies applicable to their content/discipline area. Create a rubric containing recommended practices discussed in class and found throughout the literature as a means of evaluating students’ course policies. · Have students create a measure of learner participation (create one for a large undergraduate class and a small graduate seminar). Critique the measure following the practices outlined in the Assessment Module regarding valid and reliable measurement development. · Have students familiarize themselves with university/college policies regarding plagiarism and then locate 5 additional resources for themselves and their students on the topic. Evaluate your students on their ability to find information and share it effectively with others. · Have students create a policy regarding plagiarism. Evaluate students’ writing (content and form) and degree of reflection used to make decisions about how they constructed the policy. · Have students demonstrate two different strategies for setting a culture of learning and respect (e.g., icebreakers, collaborative learning groups, learning names, getting to know members of the community). Create a rubric that evaluates students’ communication skills and accuracy of the strategy demonstration.
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass Pellegrino, J. W., Chudowsky, M., & Glaser, R. (Eds.). (2001). Knowing what students know: The Science and design of educational assessment. Washington, D.C.: National Academy Press.
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