Description Reading assignments are often the basis for understanding much of the information and material content delivered in class. It can often be challenging – and overwhelming for students – to encourage reading and assess comprehension in the absence of traditional face-to-face class discussions. Utilizing student created discussion prompts as a means for peer review …
Continue reading “Use Student Created Discussion Prompts for Peer Review”
Related Tags:
Assessment,
Discussions,
Feedback,
Peer Review
Description It has been a challenge to engage students in large-enrollment classes, especially in the science, technology, engineering, and mathematics (STEM) disciplines. The larger the class size is, the less likely students will actively engage in class activities (Rocca, 2010). The lack of engagement creates information overload (Hewitt & Brett, 2007), which consequently resulted in …
Continue reading “Use Learner Created Videos for Student Engagement in a Flipped Classroom”
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Assessment,
Constructivism,
Engagement,
Engineering,
Flipped Classroom,
Interaction,
Large Classes,
STEM,
Video
Description The utility of writing assignments to enhance learning biology is well documented (e.g. Mynlieff et al., 2014; Couch et al., 2015). Such assignments can provide the basis for assessing higher-order and critical-thinking skills (Kelly et al, n.d.). Furthermore, when students are able to react to instructors’ feedback by re-drafting or adjusting their written work, …
Continue reading “Using Student Created Blogs as a Progressive Formative Assessment in an Online STEM Course”
Related Tags:
Assessment,
Biology,
Blog,
Bloom's Taxonomy,
Formative,
Metacognition,
Scaffolding,
STEM
Description While many instructors across instructional venues integrate collaborative activities that emulate professional realities, collaboration assessments often disenfranchise some contributors. When evaluation hinges on groups producing a cohesive, homogenized artifact, the outcome favors compromise. Homogenized perspectives don’t generally reflect the complementary visions of individuals. This can foreclose on participant satisfaction if the outcome silences or …
Continue reading “Assess Individual Learning from Group Projects”
Related Tags:
Assessment,
Branching,
Choose Your Own Adventure,
Collaborative Learning,
Constructivism,
Formative,
Heteroglossia,
Summative
Description Supporting college students to develop critical thinking skills is an overarching goal in higher education. Students with developed critical thinking skills have the ability to evaluate their own arguments as well as others, resolve conflicts, and generate well-reasoned resolutions to complex problems (Behar-Horenstein & Niu, 2011). Given that there is an exponential increase in …
Continue reading “Use a Guided Approach to Support Critical Thinking in Online Discussions”
Related Tags:
Assessment,
Critical Thinking,
Discussions,
Facilitation,
Interaction,
Rubric,
Social Connection
Description One of the major goals of higher education is to cultivate students’ critical thinking skills (Roth, 2010). In order to be prepared for the workplace and to be an informed citizen, students need to be able to base judgments, make decisions, and solve problems based on the careful critique of available evidence. Engagement, defined …
Continue reading “Use Word Clouds to Enhance Critical Thinking”
Related Tags:
Assessment,
Content,
Critical Thinking,
Discussions,
Engagement,
Interaction,
Word Cloud,
Wordle
Description Video self-modeling (VSM) is an effective and engaging method for strengthening a student’s reading and speaking fluency; it has been a popular tool used for decades to effectively improve individuals’ behaviors and skills (Prater, Carter, Hitchcock, & Dowrick, 2012). This activity provides students with an opportunity to watch and listen as they model a …
Continue reading “Use Video Self-Modeling Software to Strengthen Reading and Speaking Fluency”
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Assessment,
Interaction,
Self-Modeling,
Video
Description The minute paper is a formative assessment strategy whereby students are asked to take one minute (or more) to answer two questions: what was the most important thing they learned in class today; and what still remains unclear to them. The goal is for the instructor to get a feel for whether students captured …
Continue reading “Use Minute Paper to Evaluate Student Participation”
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Assessment,
Feedback,
Formative,
Muddiest Point,
Participation,
Reflection
Description In the online environment, it is important to provide clear expectations, policies, and grading expectations and to ensure that students are familiar with these policies and expectations (California State University, Chico, 2014). You may have a very detailed syllabus. However, students may not carefully read all of these details. By creating a syllabus quiz …
Continue reading “Incorporate a Syllabus Quiz to Orient Students”
Related Tags:
Assessment,
Course Orientation,
Course Protocol,
Evaluation,
Expectations,
Module One,
Syllabus
Description Instructor: Jim Hobart, Advertising/Public Relations, Nicholson School of Communication, UCF Course Title: ADV3008 Principles of Advertising Student generated video; have students create their own videos to illustrate course concepts or ideas. Share not only with other fellow students, but also with family and friends. Benefits: student-centered learning; motivation; anchored instruction Copyright concerns: Increase students’ …
Continue reading “Assess Authentic Learning with Student-Generated Social Videos”
Related Tags:
Assessment,
Authentic Assessment,
Interaction,
Social Media,
Student Centered,
Video
