What If…. Peggy Maki Education Consultant Specializing in Assessing Student Learning Presented at AAC&U’s GE and Assessment Conference, Boston, March 1, 2013. What if….
Education Consultant Specializing in Assessing Student Learning
Presented at AAC&U’s GE and Assessment Conference, Boston, March 1, 2013
You became and were recognized as an Expert in Misunderstanding, using your expertise as the basis of systemically collaborating with colleagues to innovate curricular and co-curricular design, pedagogies, assignments, and educational practices to improve or advance All students’ enduring GE learning?
Student taught them or positioned them to learn in your GE classes? A: “I don’t really like history. There is too much to try to remember. And it is all about olden times-- with a lot of dates and different wars and people doing things we don’t do any more. I am finished with that required course anyway.” (inert)
Student B: “We learned how to tell the difference between ‘facts’ and how different people filter and interpret the facts depending on their own interests. We also learned to examine texts– to point out and discuss what was left out of the different texts we read. I find that I do that now in my other courses.” (activated)
What if your institutions valued you for taught them or positioned them to learn in your GE classes?
Threshold Concepts taught them or positioned them to learn in your GE classes? : pathways central to the mastery of a subject or discipline that change the way students view a subject or discipline, prompting students to bring together various aspects of a subject that they heretofore did not view as related (Land, Meyer, Smith, 2010).
Learning Progressions taught them or positioned them to learn in your GE classes? : knowledge-based, web-like interrelated actions or behaviors or ways of thinking, transitioning, self-monitoring. May not be developed successfully in linear progression--thus necessitate formative assessment along the trajectory of learning. Movements towards increased understanding (Hess, 2008).
AAC&U’s Quantitative Literacy Rubric taught them or positioned them to learn in your GE classes?
taking practices (Yu, 2010)
1. Experiences and Processes
Identify The Outcome or Outcomes You Will Assess
State the Research or Study Question You Wish to Answer
Conduct a Literature Review about That Question.
Share Developments within and outside The Institution to Build Knowledge about Educational Practices.
Develop a Plan to Collect Direct and Indirect Assessment Results that Will Answer Your Question.
Implement Agreed-upon Changes and Reassess.
Collaboratively Discuss Ways to Innovate Pedagogy or Educational Practices
Analyze and Interpret Students’ Work and Students’ Responses.
Soft Times and Neutral Zones Experiences and Processes
What if we…. Experiences and Processes
Collaboratively use what we learn from this approach to assessment to design the next generation of curricular and co-curricular design, pedagogy, instructional design, educational practices, and assignments to help increasingly more students successfully pass through trouble spots or overcome learning obstacles;
And, thereby, collaboratively Experiences and Processescommit to fostering students’ enduring GE learning in contexts other than the ones in which they initially learned.