Journal of Assessment and Institutional Effectiveness最新文献

Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom by L. Portnoy (review) 《为学习而设计:运用设计思维为课堂带来目的和激情》作者:L.波特诺伊

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0117

Kim McKeage

引用次数: 2

Integration of Data Analytics Into the Engineering Probability Course: Direct and Indirect Assessment Studies 数据分析与工程概率课程的整合:直接与间接评估研究

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0096

P. Shankar

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引用次数: 0

A Response to “Grades and Learning” from the Ivory Trenches 对象牙战壕“成绩与学习”的回应

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0037

G. Benway

引用次数: 0

Grades and Assessment: A Reply to David Eubanks 分数和评估:对大卫·尤班克斯的答复

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0025

P. Ewell

引用次数: 0

Another Silo Isn’t the Answer: A Collaborative Approach to Assessment 另一个竖井不是答案:协作的评估方法

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0045

B. Miller

引用次数: 0

“With the Kindness Shown to Me”: Assessing Remote Teaching and Learning Strategies in a Time of Pandemic “有恩待我”:在大流行时期评估远程教学策略

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0069

Rowanna L. Carpenter, Seanna M. Kerrigan, Vicki L. Reitenauer

引用次数: 0

It’s a Matter of Trust: Why Grades Are Persona non Grata in Assessment 这是信任的问题:为什么分数是评估中不受欢迎的人

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0029

C. Blaich, K. Wise

{"title":"It’s a Matter of Trust: Why Grades Are Persona non Grata in Assessment","authors":"C. Blaich, K. Wise","doi":"10.5325/jasseinsteffe.12.1-2.0029","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0029","url":null,"abstract":"David Eubanks’s “Grades and Learning” is a tale of two arguments, one explicit and one implicit. Eubanks owns the explicit argument. In “Grades and Learning” Eubanks presents a series of careful arguments and models to show that grades can help us better understand how students learn at our institutions. The unspoken assumption behind Eubanks’s argu-ment is that grades are excluded from our assessment toolkit because the assessment community has focused on their shortcomings as measures of student learning without considering their potential strengths. To this end, Eubanks provides evidence of the potential utility of grades and gen-tly reminds us that established assessment tools, like rubrics, also have problems. Stepping back from Eubanks’s article for the moment, we think there is an implicit reason that policymakers and accreditors have excluded grades from assessment, one that does not focus on the psychometric qualities of grades, but on the integrity of the people who grade and the institutions at which they work. In our view, thoughtful arguments of the kind that Eubanks makes will only have impact if we can have an honest conversation about one reason that grades were expelled from the assessment kingdom in the first place.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"30 1","pages":"29 - 36"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75789411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Grades and Learning 成绩与学习

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0001

Dave Eubanks

引用次数: 0

Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) 不评分:为什么给学生评分会影响学习(以及该怎么做)

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0114

Comfort M. Ateh

{"title":"Ungrading: Why Rating Students Undermines Learning (and What to Do Instead)","authors":"Comfort M. Ateh","doi":"10.5325/jasseinsteffe.12.1-2.0114","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.0114","url":null,"abstract":"INTRODUCTION In Ungrading’s foreword Kohn (2020) writes, “Many have come to realise that (a) grades have been driving much of what happens in classrooms, (b) this is a serious problem, and (c) it doesn't have to be this way” (Kohn 2020, xix). This establishes the impetus for this edited book promoting ungrading, an approach that recognises problems associated with traditional grading and seeks to shift the focus once more on learning. Ungrading has strong alignment with the Scholarship of Teaching and Learning (SoTL)—see for instance Guberman (2021) and Gandara and Carter (2021)—as it encourages educators to resist what Warner (2020) describes as “teaching ‘folklore,’ the practices handed down instructor to instructor” (Warner 2020, 207). This book will resonate with SoTL scholars who yearn to promote deep learning and resist doing things (like graded assessments) merely because that is what has always been done. The fifteen chapters contributed by diverse authors give research-informed insights into their own practices and reflections (see Table 1). As part of an emerging field, Blum (2020b) clearly articulates the significance of these collected conversations: “putting these pieces together produces a picture of what is possible – a picture greater than any individual alone can produce” (Blum 2020b, 2).","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77582582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Devil Is in the Details: A Response to Eubanks 细节决定成败:对尤班克斯的回应

Journal of Assessment and Institutional Effectiveness Pub Date : 2022-09-01 DOI: 10.5325/jasseinsteffe.12.1-2.0048

K. McConnell

引用次数: 0