InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'evaluation' Category

student evaluations

Posted by Plamen Miltenoff on 19th May 2015

twitter post stud evals

A defense of student evaluations: They’re biased, misleading, and extremely useful.

The answer requires us to think about power. If you look hard at the structure of academia, you will see a lot of teachers who, in one way or another, lack power: adjuncts and term hires (a large population, and growing); untenured faculty (especially in universities like mine); faculty, even tenured faculty, in schools where budget cuts loom; graduate students, always and everywhere. You might see evaluations as instruments by which students, or administrators, exercise power over those vulnerable employees. But if you are a student, and especially if you are a student who cares what grades you get or who needs recommendations, then teachers, for you—even adjuncts and graduate teaching assistants—hold power.

Chairmen and deans also need to know when classroom teaching fails: when a professor makes catastrophically wrong assumptions as to what students already know, for example, or when students find a professor incomprehensible thanks to her thick Scottish accent. My note: indeed, when chairmen and deans KNOW what they are doing and are NOT using evaluations for their own power.

Student Course Evaluations Get An ‘F’ : NPR Ed : NPR

Philip Stark is the chairman of the statistics department at the University of California, Berkeley. “I’ve been teaching at Berkeley since 1988, and the reliance on teaching evaluations has always bothered me,” he says.

Stark is the co-author of “An Evaluation of Course Evaluations,” a new paper that explains some of the reasons why.

Michele Pellizzari, an economics professor at the University of Geneva in Switzerland, has a more serious claim: that course evaluations may in fact measure, and thus motivate, the opposite of good teaching. Here’s what he found. The better the professors were, as measured by their students’ grades in later classes, the lower their ratings from students.

“Show me your stuff,” Stark says. “Syllabi, handouts, exams, video recordings of class, samples of students’ work. Let me know how your students do when they graduate. That seems like a much more holistic appraisal than simply asking students what they think.”

Posted in evaluation, learning styles, teaching | No Comments »

Assessment

Posted by Plamen Miltenoff on 18th March 2015

Pls have a link to the PDF file

edutopia-dl-finley-53-ways-to-check-understanding

Here some opinions from the comments section:

Dr. Tom Mawhinney

Touro College professor teaching graduate education courses

Formative assessments are only good if you use them to alter your teaching or for students to adjust their learning. Too often, I’ve seen exit tickets used and nothing is done with the results.

Please consider other IMS blog postings on assessment

http://blog.stcloudstate.edu/ims/?s=assessment

Posted in evaluation | No Comments »

Standards, Assessments and Rubrics

Posted by Plamen Miltenoff on 13th October 2014

Standards, Assessments and Rubrics

http://gazette.teachers.net/gazette/wordpress/hal-portner/standards-assessments-rubrics/

Standards

Communicating Students convey information, describe process, and express ideas in accurate, engaging, and understandable ways.

Researching Students identify and access a variety of resources through which they retrieve and organize data they have determined to be authentic and potentially relevant to their task.

Thinking Critically Students use structured methods to weigh the relevance and impact of their decisions and actions against desired outcomes and adjust accordingly.

Thinking Creatively Students comprehend and employ principles of creative and productive problem solving to understand and mitigate real-world problems.
Keep in mind, however, that standards don’t prepare students for anything. They are a framework of expectations and educational objectives. Without the organization and processes to achieve them, they are worthless.

Student Assessment

Significance An instructionally useful assessment measures students’ attainment of a worthwhile curricular aim—for instance, a high-level cognitive skill or a substantial body of important knowledge.

Teachability An instructionally useful assessment measures something teachable. Teachability means that most teachers, if they deliver reasonably effective instruction aimed at the assessment’s targets, can get most of their students to master what the test measures.

Describability A useful assessment provides or is directly based on sufficiently clear descriptions of the skills and knowledge it measures so that teachers can design properly focused instructional activities.

Reportability An instructionally useful assessment yields results at a specific enough level to inform teachers about the effectiveness of the instruction they provide.

Nonintrusiveness In clear recognition that testing time takes away from teaching time, an instructionally useful assessment shouldn’t take too long to administer—it should not intrude excessively on instructional activities.

Performance Assessment

Rubrics

Posted in evaluation, learning, student-centered learning, teaching | No Comments »

How Open Badges Could Really Work In Education

Posted by Plamen Miltenoff on 2nd September 2014

How Open Badges Could Really Work In Education

http://www.edudemic.com/open-badges-in-education/

Higher education institutions are abuzz with the concept of Open Badges. The concept was presented to SCSU CETL some two years ago, but it remained mute on the SCSU campus. Part of the presentation to the SCSU CETL included the assertion that “Some advocates have suggested that badges representing learning and skills acquired outside the classroom, or even in Massive Open Online Courses (MOOCs), will soon supplant diplomas and course credits.”

For higher education institutions interested in keeping pace, establishing a digital ecosystem around badges to recognize college learning, skill development and achievement is less a threat and more an opportunity. Used properly, Open Badge systems help motivate, connect, articulate and make transparent the learning that happens inside and outside classrooms during a student’s college years.

Educational programs that use learning design to attach badges to educational experiences according to defined outcomes can streamline credit recognition.

The badge ecosystem isn’t just a web-enabled transcript, CV, and work portfolio rolled together. It’s also a way to structure the process of education itself. Students will be able to customize learning goals within the larger curricular framework, integrate continuing peer and faculty feedback about their progress toward achieving those goals, and tailor the way badges and the metadata within them are displayed to the outside world.

 

Posted in Digital literacy, educational technology, evaluation, learning styles, Multiple intelligences, pedagogy, teaching | No Comments »

A Digital Badge Initiative in First-Year Writing Courses

Posted by Plamen Miltenoff on 20th April 2014

A Digital Badge Initiative in First-Year Writing Courses

http://campustechnology.com/articles/2014/04/17/a-digital-badge-initiative-in-first-year-writing-courses.aspx

a WordPress theme coupled with the BadgeOS plugin, a free program that enables credit issuing in the form of digital badges. The badges themselves were developed with Credly, a free online service that allows users to create, customize, store and issue achievement-based digital badges. In total, the only cost of the program development has been the domain hosting fee.

Posted in evaluation, instructional technology, teaching | No Comments »

rubrics for assessment

Posted by Plamen Miltenoff on 31st December 2013

http://www.uwstout.edu/soe/profdev/rubrics.cfm#web2

A collection of rubrics for assessing portfolios, cooperative learning, research process/ report, PowerPoint, podcast, oral presentation, web page, blog, wiki, and other web 2.0 projects.

Posted in evaluation, teaching | No Comments »

Pinterest Is Now The Fastest Growing Content-Sharing Platform

Posted by Plamen Miltenoff on 7th November 2013

Pinterest Is Now The Fastest Growing Content-Sharing Platform

Read more: http://www.businessinsider.com/pinterest-is-fastest-growing-content-sharing-platform-2013-11#ixzz2jxRe8Hfa

The new data offers a reminder that businesses should look beyond Facebook and Twitter when managing their social media outreach, says ShareThis CEO Kurt Abrahamson in a release.

Small businesses can capitalize on the Pinterest and LinkedIn surge to market their products and grow their consumer base. Pinterest, a highly visual medium, gives businesses a chance to catch the eye of consumers with compelling images and colorful infographics that promote deals and new products. Pinning pictures of employees could also help customers identify with the people who work at the company, putting a face to a name. Meanwhile, LinkedIn can provide a more professional forum for blogging and sharing posts to a targeted audience, as well as collecting positive recommendations and reviews of your company.

LRS can help students, faculty and staff:
- identify objects and services by posting pictures
- identify people who work at the library and how they can help students, faculty and staff 

just few of the analogies drawn from the article…

Posted in evaluation, media literacy, pinterest, social media, teaching, technology literacy | 2 Comments »

Posted by Plamen Miltenoff on 21st April 2013

Assessment based on test scores only are hurting US education:
http://blogs.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

Posted in assessment, evaluation, learning, teaching, TechEd Soiree | No Comments »