Assessment of Student Academic Achievement: Shifting the Focus from the Teacher Teaching to the Student Learning
Available On-Demand ~ This is a two part series
Learning is inherently joyful, but the formalized teaching activities that accompany often bury the joy of learning under an avalanche of administrivia. I am convinced that we have the tools to recapture this joy. As Abraham Maslow said, "If the only tool you have is a hammer, you tend to see every problem as a nail." I see my task as showing people more tools.
~ Dr. Douglas Eder, Webinar Presenter
Overview
This workshop will explore and demonstrate assessment mechanisms that make student learning visible to the professor. By experiencing assessment as a solution rather than as a problem, participants experience for themselves how (a) assessment shifts responsibility from the teacher teaching to the student learning, (b) an assessment-based pedagogy yields useful feedback simultaneously for both professor and student, and (c) implementing this approach, the professor saves time and effort while students learn faster and deeper. Accordingly, everyone goes home happier.
This workshop begins with the posing of a problem --a conundrum-- that has popular appeal and a lot of surrounding myth. As participants ponder various solutions, I will introduce an assessment device that serves to sharpen the problem and draw on participants’ backgrounds. As progress toward a solution occurs, I will invoke another assessment device in order to make learning visible to individual participants as well as to the group as a whole. This process will repeat --invoking assessment tools one after another—in a way that leads toward an overall solution to the problem. The goal of the session, of course, is not to solve the problem but, rather, to engage the participants inside the assessment process, whether they do this privately in front of their own computer or more publicly through on-line interaction. The problem is merely a lever or funnel to move them or lead them in. At the end of the first session, I will provide a deeper problem --a case study-- that they can consider over the following week.
During the second session, we will examine the case and explore more assessment approaches that lead to satisfactory solutions. At the end of the second session, I will point out that I did not actually teach them any answers. Rather, the participant learned new things (because they wanted to) and assembled them themselves in order to solve the problem. The assessment methods made the learning visible so that I was available “when they got stuck.” Accordingly, I spent less time teaching and they spent more time learning. This method works at many levels, including both the on-line and F2F environments.
Objectives
This workshop aims to put in participants’ hands assessment methods,with accompanying results as evidence, that:
(a) produce improved learning by emphasizing the responsibility of the student,
(b) are simple, low-threshold, turn-key activities that work immediately,
(c) can be done either solo or with one or more trusted colleagues,
(d) save faculty teaching time and effort,
(e) cost little (e.g., a package of 3x5 cards) or nothing,
(f) can be used privately or can contribute to departmental assessment efforts, thereby demonstrating good citizenship,
(g) are suitable for inclusion in professors’ promotion, merit, and tenure portfolios,
(h) generate feedback and “close the loop,” and
(i) send everyone home happier at the end of the day.
Who should attend?
faculty members who wish to escape the administrivial burdens of assessment and who wish to teach more effectively by having their students learn more effectively. This workshop is also for university administrators who wish to put in place policies that encourage and make visible the results and the joys of effective learning and teaching, both for their own institutions and for external accreditors. Finally, this workshop is for all college, university, and community college citizens who want to go home happier at the end of each day.
Who is the speaker?
Dr. Douglas Eder
I am a neuroscientist and have a long history as a pure faculty member, complete with teaching, research, and service activities. Beginning in 1987 I assisted in the construction of Southern Illinois University Edwardsville's assessment program and in 1993 became the steward of that process. Many of assessment's most thoughtful scholars have patiently shared their wisdom with me with the result that I was able to represent my university via assessment presentations at over four dozen national and regional conferences, advised on assessment issues at over 100 institutions of higher learning across North America and from Europe to the Western Pacific, I have published refereed articles on the subject of authentic assessment, program review, and reaccreditation, and accepted the invitation to serve in 2000-01 as the Emerson Visiting Distinguished Scholar at Hamilton College in New York. Since 2001 I have presented AACSB's Assurance of Learning seminars and, more recently, I co-authored and co-present the Applied Assessment seminars. I twice received my university’s Teaching Excellence Award and received its Research Scholar Award as well. SIUE occupied my life for 31 years. After then serving administratively at Arizona State University, I received appointment as associate provost at the University of North Florida to work on reaccreditation, which I completed in September, 2008.
Registration Information
Package Deal - Buy more trainings and save!
Your choice of 12 presentations - Save $2000
Please note, when ordering multiple presentations, this 2-part workshop counts as two presentations. You can purchase a single On-Demand Training or a pack of 3, 6 or 12. For a single training, add the product to your cart and follow the steps. If purchasing more than two events, add the products to your cart and enter the appropriate coupon code: 12 presentations - 12ondemand 6 presentations - 6ondemand
3 presentations - 3ondemand
Or you can register via fax by clicking on this form: Paper-based registration form
How does it work?
1. We email you a link and password that will give you access to the On-Demand Training presentations
What are the benefits of On-Demand Trainings?
Accessible: Email the trainings to your entire faculty and staff, so they can take advantage of training opportunities anytime, anywhere. They can watch in the comfort of their office, their home or while traveling. Cost-Effective: No travel required. An innovative way to provide your entire faculty and staff with a variety of professional development opportunities for one low price! The more you train, the more you save. The registration fee is per institution, not per person.
Easy: It’s as easy as point, click, participate. If you run into any problems, we’re always here to help.
Practical: Our training sessions focus on the most critical and relevant issues facing educators today. Our primary goal is to provide participants with the information, training and skills necessary to immediately implement positive change at their institutions. Top-Notch Speakers: Our speakers are subject matter experts and recognized in their field. No Expiration: When you purchase an On-Demand Training, it is yours indefinitely. You can use it whenever and as often as you want, offering consistent training to all of your hires.
Satisfaction Guaranteed: Our On-Demand Trainings are 100% guaranteed. Thus, there is no risk. If you are not completely satisfied, we will refund your money in full.
How will we use these trainings?
Hybrid Professional Development: Distribute an On-Demand Training to faculty and staff at the beginning of each month and plan a discussion session at the end of the month to determine how you will implement the strategies presented.
Online Faculty and Staff Learning Communities : Distribute On-Demand Trainings to faculty and staff so they can watch anytime, anywhere. Contact Innovative Educators at val@ieinfo.org online discussion group specifically for your institution at no extra charge.
In-Service Training: Plan a day and time to show an On-Demand Training in a lecture hall or large conference room and invite faculty and staff to attend – debrief immediately following the presentation.
Staff Recognition: Develop a program around the On-Demand Trainings with monthly themes and recognize the staff members that implement the best idea related to the theme.
Team-Building: Utilize these On-Demand Trainings to develop cross-functional and cross-discipline teams to foster collegiality.
New Employee Training: Include these trainings as part of your new employee training program to ensure consistency.
Implementation and Follow-Up: Use the guide and evaluation materials provided by Innovative Educators to plan, implement and track your progress.
