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Category Archives: Assessment
ABCing Yourself
In reference to Simon’s post about using the ABC method to get formative “feedfoward” while a course is still running: After some end-of-semester reflection and a helpful, informative meeting with my department chairperson, it occurred to me that the ABC method … Continue reading
Posted in Assessment, Chad Raymond, Feedback & Reflection
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Curriculum Design
It’s always a good day when you get to tell scientists that they are being unscientific. We are almost at the two year mark in a process of revising our core curriculum, and though it’s like trying to stop a … Continue reading
Student Teaching II
My experiment with getting students to teach each other content using MIT’s Visualizing Cultures project is coming to a close. Though some teams’ classroom presentations have been better than others by being more interactive, overall I think the experiment has … Continue reading
Observations and Evaluations Done Right Interesting set of posts in the above link (aimed at the high school teacher crowd, but relevant for college as well) on how to turn classroom observations from a fear-inducing evaluation to a welcome chance … Continue reading
Assessment and differentiation
Mothering Sunday lunch is apparently not the right time or place to discuss assessment regimes, my mother told me. Such are the perils of taking your work home. In my defence, the topic had come up with another member of … Continue reading
Posted in Assessment, Simon Usherwood, Skills
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Subjectivity in Assessment
Over the past couple of weeks, I’ve been experiencing something new for me: marking someone else’s assessment. More precisely, first-marking their assessment. One of my colleagues has been on extended leave and so wasn’t in a position to mark the … Continue reading
Breaking down formative v. summative
Our university has been reviewing its academic regulations on assessment practice recently, as part of a wider project of reform in academic governance. A draft of the relevant document was circulated, containing many areas for development of existing practice, including … Continue reading
Posted in Academia, Assessment, Simon Usherwood
Tagged formative, Regulations, summative
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Never mind the quality, feel the width
Back in the late 1960s there was a sitcom in the UK called “Never mind the quality, feel the width“: a quick trawl around YouTube will show why it’s poorly remembered. However ropey the central conceit might have been, it … Continue reading
We Ain’t Got No Badges
Southern New Hampshire University (SNHU) recently received regional accreditation for an online, competency-based associate’s degree priced at $5,000, which the university plans to launch in January. Competency-based bachelor’s degree programs are also under development. SNHU’s business model emphasizes convenience for students, … Continue reading
Posted in Assessment, Chad Raymond, Uncategorized
Tagged competency, New Hampshire, Southern
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True and Useful
I recently reviewed Teaching Politics and International Relations, edited by Cathy Gormley-Heenan and Simon Lightfoot. The book is an interesting discussion of the need for studies of the study of politics to determine what should be taught; specific teaching, assessment, … Continue reading
Posted in Academia, Assessment, Chad Raymond, Uncategorized
Tagged Cathy Gormley-Heenan, Kardashian, philosophy, Simon Lightfoot
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