improvement

December 15, 2022
By Carlos C. Goller
Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Pedagogy, Reflections, Teaching techniques, Why

A Decade Later, Reflections on Alternative Assessments

Tonight I watched the Alternative Assessment Institute 2022 session entitled “Revisiting the Authentic Assessment Framework a Decade after it as Created to Measure the Authenticity of Contemporary Assessment Tasks” presented by Kelley Burton. They are from the University of the Sunshine Coast, Queensland, Australia. Burton published “A Framework for Determining the Authenticity of Assessment Tasks: […]

December 14, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, annotation, Case Studies, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Metacognition, Open Pedagogy, Reflections, Teaching techniques, Why, Writing

Adaptable Assessments

Suzanne Wakim presented a session entitled “Adaptable Assessment Design” at the Alternative Assessment Institute 2022. Wakim is a biology and honors faculty at Butte Community College in California. Wakim also trains faculty in online course design. They spoke about disasters and the need to shift to online education. Wakim noticed that courses with adaptable assessments […]

December 13, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Open Pedagogy, Pedagogy, Reflections, Student groups, Why

Assessment with Student Partners

“Engaging Students as Partners in Assessment” was the title of the session Madison Taber presented at the Alternative Assessment Institute 2022. Taber is a Director of Assessment at the Our Lade of the Lake University in Texas. Taber is also a Ph.D. student interested in identity and equity in education. Taber self described as a […]

December 12, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, Why

Drafting and Learning about Summative and Formative Assessments

“Student Empowerment through Demystifying Assessment” was the title of the Virtual Institute of Alternative Assessment 2022 session I watched tonight. John Andelfinger was the presenter. Andelfinger is an English instructor at SUNY Orange and wanted to share how teaching with the terms summative and formative can be powerful. Since 2012, Andelfinger has taught first-year composition; […]

December 11, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Case Studies, Constructivism, Course Design, Diversity, Instructor Behaviors, Interprofessional Education, Open Pedagogy, Reflections, Softwares, Student groups, Why

CT Simulations and Mock Interviews

I continue to watch the Alternative Assessment Institute 2022 recordings. Tonight I watched Eileen Giles and Lisa Cunningham present “Simulated Clinical Competency Testing and Mock Interviews.” They presented together on their alternative assessments within the bachelor of radiation therapy: a four-year undergraduate program. The fourth year has clinical placements and several clinical blocks. Since 2019, […]

December 9, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, annotation, Articles, Books, Constructivism, Discussions, Diversity, Information Literacy, Instructor Behaviors, Open Pedagogy, Pedagogy, Publishing, Reflections, Teaching techniques, UDL, Website, Why

The Road to Authenticity through a Pressbooks Resource

Linda Facchini from The Teaching and Learning Centre at Seneca College presented at the Virtual Institute on Alternative Assessment in Higher Education on November 23, 2022. Seneca is in Toronto, Canada. The title of the session was “Road to Authenticity.” Seneca has multiple campuses with diverse programs. They offer diplomas, certificates, bachelors degrees… in-person, hybrid, […]

December 7, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Metacognition, Pedagogy, Reflections, Why

Digital Narrative Assignments and Experiences of Visually Impaired Learners

Yasser Atef presented at the Alternative Assessment Institute 2022 on the experience of a visually impaired student. Atef is at the American University in Cairo, Egypt. Atef shared their experience and spoke about self-reflection, self-assessment forms, and digital narratives. Atef explained how they navigate assessments and use self-assessment forms to enhance their learning. They spoke […]

December 5, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Constructivism, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Open Pedagogy, Pedagogy, Reflections, Student groups, UDL, Why

Grading Options

Today I watched the 2022 Keynote Speaker for the Alternative Assessment Institute, David Buck. Their title was “Ungrading: A Road to Equity.” They mentioned that “ungrading is a pedagogical mindset (philosophy) that de-centers the control-based function of grades to create space for learning that’s divorced from stress. The learning process is centered, students display agency, […]

December 4, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Information Literacy, Open Pedagogy, Pedagogy, Reflections, Teaching techniques

Practical News Storytelling

Catriona Forrest from the University of Glasgow, UK presented at the Alternative Assessment Institute 2022 on “Practical News Stories.” This course and assignments have developed over time. This masters of sociology course teaches research methods and practical journalism skills. The MSc Media, Communications and International Journalism Program has four core courses. They use a rubric […]

November 30, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Mentoring, Pedagogy, Reflections, Student groups, Teaching techniques, Undergraduate Research, Wellbeing, Why

Evaluation of Retention Strategies for STEM Students at Neumann University

Tonight I watched the recorded session for the ASMCUE poster entitled “Instructional and Retention Strategies for STEM Students Using Co-Curricular Science Courses.” Matt Mastropaolo from Neumann University spoke about their NSF-funded program for first-year students. The program supports “24 academically gifted students” who also have financial needs. The research team evaluated their program and learned […]