Description One of the tenets of Universal Design for Learning (UDL) is that of Multiple Means of Action and Expression. Far too often, faculty in higher education enact principles of UDL for the singular purpose of accessibility for learners with disabilities rather than looking at it as a framework of inclusivity for all. It is …
Continue reading “Offering Assessment Options: Motivating Learners through Multiple Means of Action & Expression”
Related Tags:
Accessibility,
Assessment,
inclusion,
Learner Choice,
options,
Peer-Reviewed Entry,
UDL
Description Digital technologies are widely used in language teaching and testing (Finnerty, 2015; Meunier, 1994). The adaptive testing technologies especially offer rigor and convenience in language assessment (Rasskazova et al., 2017). The Canvas MasteryPaths feature allows instructors to easily adapt learning contents and assessments based on students’ performance. During UCF Global’s development of our online …
Continue reading “Streamlining Placement Testing with an Adaptive, Branched Exam”
Related Tags:
Adaptive Learning,
Assessment,
Canvas,
MasteryPaths,
Peer-Reviewed Entry,
Placement Testing
Description Competency-based education (CBE) is an alternative modality of learning. Instead of courses, a CBE program is comprised of competencies and rigorous assessments. Students progress through the program by successfully passing competency assessments. CBE is a valuable option for non-traditional students who have work experience. With prior knowledge of a specific competency, a student may …
Continue reading “Enhancing Competency-Based Education with Virtual Reality Simulation”
Related Tags:
Assessment,
Communication,
Peer-Reviewed Entry,
Simulation,
Virtual reality
Description Quizzes are a well-established method for testing student understanding, in both forms of summative and formative assessments. To ensure that the quizzes are impactful for students, intentionality is required (Ebner & Efron, 2012). Instructors must consider that the timing, modality, and approach all influence its effectiveness. When using quizzes in alignment with learning objectives, …
Continue reading “Using Zoom Polling Feature to Increase Student Engagement and Learning”
Related Tags:
Active Learning,
Assessment,
Engagement,
Peer-Reviewed Entry,
Poll,
Quizzes,
Zoom
Description Traditionally, student learning has been recognized and stored through the official transcript. However, transcripts are limited to credit hour instruction and formal learning. Digital badges are a form of digital credentialing that recognizes learning in a range of learning environments and often smaller increments of learning. They have become increasingly popular as a way …
Continue reading “Use Digital Badges to Scaffold and Guide Student Learning”
Related Tags:
Assessment,
Badges,
Cocurricular Learning,
Information Literacy,
Microlearning,
Peer-Reviewed Entry
Description Traditionally, feedback on student work is a one-way communication from instructor to student. Due to the inherent complexity of unilateral feedback, students may feel emotional and psychological impacts, a lack of power or autonomy, or demotivation. Re-engineering this process to include student-instructor dialogue in order to break down one-way flow provides space for interactive …
Continue reading “Disrupt the One-Way Street of Feedback to Encourage Reflective Practice”
Related Tags:
Assessment,
Feedback,
Metacognition,
Peer-Reviewed Entry,
Reflection
Description Educators are encouraged to provide informative feedback to students as a way of pointing out errors in hopes that students will take action to adapt their mental models and identify gaps in learning or misunderstanding. When students are receptive of this feedback, it becomes one of the most powerful influences on learning and achievement …
Continue reading “Use Criteria Starters to Develop Rubrics Based on Knowledge Levels to Provide Accurate Feedback to Students”
Related Tags:
Assessment,
Bloom's Taxonomy,
Criteria,
Feedback,
Peer-Reviewed Entry,
Rubric
Description While traditional rubrics can more clearly convey to the student how they will be assessed, there are some limitations to this approach. One limitation is that students may passively rely on the rubric for a checklist on how to complete the assignment, without infusing their own creativity or originality. Even if very detailed, a …
Continue reading “Using Standards-Based Rubrics to Facilitate Online Peer Assessment, Response, and Reflection”
Related Tags:
Assessment,
Discussions,
Peer Review,
Rubric,
Standards
