Difference between revisions of "AS4ODFL/Assessment and learning/Assessing to learn"
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|body=Challenge yourself to think about assessment differently. But how do you do that? There are two important considerations:<br> | |body=Challenge yourself to think about assessment differently. But how do you do that? There are two important considerations:<br> | ||
• Learning is more important than assessing.<br> | • Learning is more important than assessing.<br> | ||
| − | • Students need support and feedback | + | • Students need support and feedback. |
Do you agree with these two statements? Let me know by posting a WEnote comment below. | Do you agree with these two statements? Let me know by posting a WEnote comment below. | ||
Revision as of 14:12, 13 December 2021
Perhaps one of the most challenging aspects of distance learning and emergency remote teaching during COVID-19 has been the aspect of assessment. In addition to putting your course materials online, you may have been anxious to confirm what students know, and demonstrate whether or not they have met curriculum outcomes. In other words your focus may have been on assessment of learning rather than assessment for learning.
Stop worrying about testing and start thinking about learning
In a post on Inside Higher Ed, in response to the pandemic, Jody Greene writes:
By attempting to replicate in-person assessments in online settings, we fail to recognize that a change of medium may require a change of design ... don’t immediately jump to the conclusion that you can or should just “put the final exam online.” … Give yourself permission to think outside the parameters of your original assessments and ask the question, what can we do here that keeps learning happening?
