Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0117
Kim McKeage
{"title":"Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom by L. Portnoy (review)","authors":"Kim McKeage","doi":"10.5325/jasseinsteffe.12.1-2.0117","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0117","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"32 1","pages":"117 - 119"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89927286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0096
P. Shankar
abstract:The undergraduate probability course offered in the electrical and computer engineering department at Drexel University was recently revamped and expanded by incorporating data analytics. The final quiz was replaced with a computational project with tasks and deliverables consisting of conceptual topics and practical applications of probability and statistics in business, engineering, industry, and medicine. Direct and indirect assessments were undertaken to examine the efficacy of this new paradigm of the engineering probability course. While indirect assessment used student surveys at the start and conclusion of the course, direct assessment methodology relied on metrics based on the course objectives. These metrics depended on scores of mid-term quizzes, weekly assignments, and the final project. Statistical analysis using paired and unpaired t-tests suggests that the inclusion of data analytics appears to enhance knowledge and understanding of students in probability concepts. The direct assessment methodology proposed in this work can easily be implemented in any discipline or course where project-based evaluations are used. Keywords: direct and indirect assessments, engineering education, engineering probability, outcomes assessment
{"title":"Integration of Data Analytics Into the Engineering Probability Course: Direct and Indirect Assessment Studies","authors":"P. Shankar","doi":"10.5325/jasseinsteffe.12.1-2.0096","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0096","url":null,"abstract":"abstract:The undergraduate probability course offered in the electrical and computer engineering department at Drexel University was recently revamped and expanded by incorporating data analytics. The final quiz was replaced with a computational project with tasks and deliverables consisting of conceptual topics and practical applications of probability and statistics in business, engineering, industry, and medicine. Direct and indirect assessments were undertaken to examine the efficacy of this new paradigm of the engineering probability course. While indirect assessment used student surveys at the start and conclusion of the course, direct assessment methodology relied on metrics based on the course objectives. These metrics depended on scores of mid-term quizzes, weekly assignments, and the final project. Statistical analysis using paired and unpaired t-tests suggests that the inclusion of data analytics appears to enhance knowledge and understanding of students in probability concepts. The direct assessment methodology proposed in this work can easily be implemented in any discipline or course where project-based evaluations are used. Keywords: direct and indirect assessments, engineering education, engineering probability, outcomes assessment","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"7 1","pages":"113 - 96"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80220053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0037
G. Benway
{"title":"A Response to “Grades and Learning” from the Ivory Trenches","authors":"G. Benway","doi":"10.5325/jasseinsteffe.12.1-2.0037","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0037","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"65 1","pages":"37 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89249399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0025
P. Ewell
Faculty assigned grades are the oldest and most familiar ways to judge student achievement in college. And, as David Eubanks points out
在大学里，教师分配分数是衡量学生成绩的最古老、最熟悉的方法。正如大卫·尤班克斯指出的那样
{"title":"Grades and Assessment: A Reply to David Eubanks","authors":"P. Ewell","doi":"10.5325/jasseinsteffe.12.1-2.0025","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0025","url":null,"abstract":"Faculty assigned grades are the oldest and most familiar ways to judge student achievement in college. And, as David Eubanks points out","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"26 1","pages":"25 - 28"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78115330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0045
B. Miller
{"title":"Another Silo Isn’t the Answer: A Collaborative Approach to Assessment","authors":"B. Miller","doi":"10.5325/jasseinsteffe.12.1-2.0045","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0045","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"229 1","pages":"45 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72526455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0069
Rowanna L. Carpenter, Seanna M. Kerrigan, Vicki L. Reitenauer
abstract:In this article, the authors share the “pandemic” assessment method advanced after the start of the COVID-19 pandemic, a method based in longstanding assessment processes in their institution’s General Education program and reimagined through collegial interactions among faculty. After identifying what changed in their program-level assessment processes, and how, they identify key findings from two aspects of the assessment: student comments on end-of-term course evaluations and faculty comments from a portfolio review process. Finally, they offer their program’s takeaways from this revised assessment approach, including the elements from the pandemic year that they will continue to draw on into the future. Keywords: assessment, general education, faculty development, COVID-19 pandemic, relationality
{"title":"“With the Kindness Shown to Me”: Assessing Remote Teaching and Learning Strategies in a Time of Pandemic","authors":"Rowanna L. Carpenter, Seanna M. Kerrigan, Vicki L. Reitenauer","doi":"10.5325/jasseinsteffe.12.1-2.0069","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0069","url":null,"abstract":"abstract:In this article, the authors share the “pandemic” assessment method advanced after the start of the COVID-19 pandemic, a method based in longstanding assessment processes in their institution’s General Education program and reimagined through collegial interactions among faculty. After identifying what changed in their program-level assessment processes, and how, they identify key findings from two aspects of the assessment: student comments on end-of-term course evaluations and faculty comments from a portfolio review process. Finally, they offer their program’s takeaways from this revised assessment approach, including the elements from the pandemic year that they will continue to draw on into the future. Keywords: assessment, general education, faculty development, COVID-19 pandemic, relationality","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"55 1","pages":"69 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72778864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0029
C. Blaich, K. Wise
David Eubanks’s “Grades and Learning” is a tale of two arguments, one explicit and one implicit. Eubanks owns the explicit argument. In “Grades and Learning” Eubanks presents a series of careful arguments and models to show that grades can help us better understand how students learn at our institutions. The unspoken assumption behind Eubanks’s argu-ment is that grades are excluded from our assessment toolkit because the assessment community has focused on their shortcomings as measures of student learning without considering their potential strengths. To this end, Eubanks provides evidence of the potential utility of grades and gen-tly reminds us that established assessment tools, like rubrics, also have problems. Stepping back from Eubanks’s article for the moment, we think there is an implicit reason that policymakers and accreditors have excluded grades from assessment, one that does not focus on the psychometric qualities of grades, but on the integrity of the people who grade and the institutions at which they work. In our view, thoughtful arguments of the kind that Eubanks makes will only have impact if we can have an honest conversation about one reason that grades were expelled from the assessment kingdom in the first place.
{"title":"It’s a Matter of Trust: Why Grades Are Persona non Grata in Assessment","authors":"C. Blaich, K. Wise","doi":"10.5325/jasseinsteffe.12.1-2.0029","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0029","url":null,"abstract":"David Eubanks’s “Grades and Learning” is a tale of two arguments, one explicit and one implicit. Eubanks owns the explicit argument. In “Grades and Learning” Eubanks presents a series of careful arguments and models to show that grades can help us better understand how students learn at our institutions. The unspoken assumption behind Eubanks’s argu-ment is that grades are excluded from our assessment toolkit because the assessment community has focused on their shortcomings as measures of student learning without considering their potential strengths. To this end, Eubanks provides evidence of the potential utility of grades and gen-tly reminds us that established assessment tools, like rubrics, also have problems. Stepping back from Eubanks’s article for the moment, we think there is an implicit reason that policymakers and accreditors have excluded grades from assessment, one that does not focus on the psychometric qualities of grades, but on the integrity of the people who grade and the institutions at which they work. In our view, thoughtful arguments of the kind that Eubanks makes will only have impact if we can have an honest conversation about one reason that grades were expelled from the assessment kingdom in the first place.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"30 1","pages":"29 - 36"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75789411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0001
Dave Eubanks
abstract:Course grades are not typically used as primary data for assessing learning in reports prepared for accreditation due to a complicated history. This article encourages readers to reconsider by offering several examples of grade analysis to show how to estimate students’ abilities and course difficulties, and link those to discipline-specific learning. Linear and ordinal regression are used to model rubric rating averages over time, plausibly showing that student ability affects learning development. Another analysis offers a way to estimate marginal learning gains associated with course rigor. The examples give rise to several research questions that can contribute to a body of practical research on grades, student success, student learning, and equity of outcomes. Keywords: grades; assessment practice; student learning; student success
{"title":"Grades and Learning","authors":"Dave Eubanks","doi":"10.5325/jasseinsteffe.12.1-2.0001","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0001","url":null,"abstract":"abstract:Course grades are not typically used as primary data for assessing learning in reports prepared for accreditation due to a complicated history. This article encourages readers to reconsider by offering several examples of grade analysis to show how to estimate students’ abilities and course difficulties, and link those to discipline-specific learning. Linear and ordinal regression are used to model rubric rating averages over time, plausibly showing that student ability affects learning development. Another analysis offers a way to estimate marginal learning gains associated with course rigor. The examples give rise to several research questions that can contribute to a body of practical research on grades, student success, student learning, and equity of outcomes. Keywords: grades; assessment practice; student learning; student success","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"31 1","pages":"1 - 24"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74342307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0114
Comfort M. Ateh
INTRODUCTION In Ungrading’s foreword Kohn (2020) writes, “Many have come to realise that (a) grades have been driving much of what happens in classrooms, (b) this is a serious problem, and (c) it doesn't have to be this way” (Kohn 2020, xix). This establishes the impetus for this edited book promoting ungrading, an approach that recognises problems associated with traditional grading and seeks to shift the focus once more on learning. Ungrading has strong alignment with the Scholarship of Teaching and Learning (SoTL)—see for instance Guberman (2021) and Gandara and Carter (2021)—as it encourages educators to resist what Warner (2020) describes as “teaching ‘folklore,’ the practices handed down instructor to instructor” (Warner 2020, 207). This book will resonate with SoTL scholars who yearn to promote deep learning and resist doing things (like graded assessments) merely because that is what has always been done. The fifteen chapters contributed by diverse authors give research-informed insights into their own practices and reflections (see Table 1). As part of an emerging field, Blum (2020b) clearly articulates the significance of these collected conversations: “putting these pieces together produces a picture of what is possible – a picture greater than any individual alone can produce” (Blum 2020b, 2).
在Ungrading的前言中，Kohn(2020)写道，“许多人已经意识到(a)分数一直在推动课堂上发生的大部分事情，(b)这是一个严重的问题，(c)它不必是这样的”(Kohn 2020, xix)。这为这本编辑过的书提供了动力，促进Ungrading，一种认识到与传统评分相关的问题，并试图将焦点再次转移到学习上的方法。Ungrading与Teaching and Learning Scholarship (SoTL)有很强的一致性——例如参见Guberman(2021)和Gandara and Carter(2021)——因为它鼓励教育工作者抵制Warner(2020)所描述的“教授‘民间传说’，即老师传给老师的做法”(Warner 2020, 207)。这本书将引起SoTL学者的共鸣，他们渴望推广深度学习，并拒绝做一些事情(如分级评估)，仅仅因为这是一直在做的事情。由不同作者贡献的15章给出了他们自己的实践和思考的研究信息见解(见表1)。作为新兴领域的一部分，Blum (2020b)清楚地阐明了这些收集到的对话的重要性:“把这些碎片放在一起，就会产生一幅可能的图景——一幅比任何个人都能产生的更大的图景”(Blum 2020b, 2)。
{"title":"Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)","authors":"Comfort M. Ateh","doi":"10.5325/jasseinsteffe.12.1-2.0114","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0114","url":null,"abstract":"INTRODUCTION In Ungrading’s foreword Kohn (2020) writes, “Many have come to realise that (a) grades have been driving much of what happens in classrooms, (b) this is a serious problem, and (c) it doesn't have to be this way” (Kohn 2020, xix). This establishes the impetus for this edited book promoting ungrading, an approach that recognises problems associated with traditional grading and seeks to shift the focus once more on learning. Ungrading has strong alignment with the Scholarship of Teaching and Learning (SoTL)—see for instance Guberman (2021) and Gandara and Carter (2021)—as it encourages educators to resist what Warner (2020) describes as “teaching ‘folklore,’ the practices handed down instructor to instructor” (Warner 2020, 207). This book will resonate with SoTL scholars who yearn to promote deep learning and resist doing things (like graded assessments) merely because that is what has always been done. The fifteen chapters contributed by diverse authors give research-informed insights into their own practices and reflections (see Table 1). As part of an emerging field, Blum (2020b) clearly articulates the significance of these collected conversations: “putting these pieces together produces a picture of what is possible – a picture greater than any individual alone can produce” (Blum 2020b, 2).","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77582582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.5325/jasseinsteffe.12.1-2.0048
K. McConnell
{"title":"The Devil Is in the Details: A Response to Eubanks","authors":"K. McConnell","doi":"10.5325/jasseinsteffe.12.1-2.0048","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0048","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"154 1","pages":"48 - 60"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86208690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：