Assessing Online Learning/Assessment In Course Design:

Resetting SET to the Goals of Higher Education: Quality Teaching or Learning?

Mieke Clement and Herman Buelens (University of Leuven, Belgium)

Like many universities, ours assesses the quality of faculty teaching with “Student Evaluation of Teaching” questionnaires. We studied the relationship of our SET-dimensions with two criteria: (1) overall teaching quality and (2) student perception of learning. Hierarchical regression analyses on the answers of 1406 students for 31 teachers reveal that the predictive power of the dimensions quite remarkably differs depending on the criterion used. Our findings invite to reflect on ways to reset SET: which criterion do we deem be most relevant? They also challenge understanding of student learning in higher education.

Critiquing Across Disciplines: Using Sustainable Assessment to Support Health Professionals to Critically Appraise Education Research.

Susan Jamieson (University of Glasgow, UK)

Health professionals are familiar with critical appraisal of medical research, to inform clinical decision-making. But when they take on the mantle of clinical teacher, they need support to apply critical appraisal skills in their second discipline, education, which has different philosophical underpinnings and measures of rigor. In an online masters’ program for health professions educators, a design priority was to use sustainable assessment (Boud & Soler, 2016) to develop learners’ ability to critically appraise education research. Self-assessment, reflection, portfolios, and embedding assessment within learning activities enabled health professions educators to evaluate education research, thereby facilitating them to practice evidence-based teaching.

The Challenge: Effective Assessment in Higher Education.

Roxana Reichman (Gordon Academic College of Education, Israel)

This study was conducted in a teacher education institution in Israel. Its purpose was to reveal the students’ opinions regarding an active process of teaching based on the Dilemma Based Model. The research question was: What are the students’ perceptions concerning the assessment of their work based on DBM? This qualitative study was based on portfolios written by 35 pre-service teachers as part of the requirements for a course on Multiculturalism. The findings, based on content analysis, show a deep understanding of dilemmas involving the topic. In this paper I present the evaluation challenges and suggest ways of coping with them.

00:24:27 Petra: The main relevant dimensions are very remarkable.
00:28:29 Kimberly Wilder-Davis: That’s a great point, you can be a friendly person, but that doesn’t always mean the students will be able to further their learning
00:28:55 Janina Tosic: I liked how Mieke stressed that it matters what students Can Approach you about. It Needs to support the learning
00:30:44 ashleigh: it is interesting though – we have found that students give higher ratings to lecturers who they perceive as friendly and approachable
00:31:37 Petra: May be this depends on the questionnaire? What is rated?
00:46:08 Roxana Reichman: Very interesting!
00:49:26 Kimberly Wilder-Davis: It doesn’t surprise me that students don’t take the audio feedback as seriously…if they are not feedback literate, and don’t understand the value of the different forms of feedback, then they have a hard time seeing the value
00:50:52 ashleigh: agreed, which is why I indicated earlier that there needs to be a mind set shirt in terms of what constitutes feedback
00:51:20 Kimberly Wilder-Davis: Exactly. We need really need to shift that culture
00:55:11 Susan Jamieson: love this
01:04:23 Petra: Good point, that reflections are sometimes trivial; this circle might help!
01:10:36 Sonia Wilkie: Thankyou speakers!
01:10:39 Sonia Wilkie: fabulous presentations!
01:29:42 Petra: I totally agree!
01:31:33 Petra:
01:46:05 Mairead Brady: Thank you for this link. Very interesting.
01:47:52 Petra: Thanks! I’m now at PH Zürich:; fell free to contact me.
01:50:38 Petra: We as educational developers have to be very open and not trying to force faculty to do anything in their teaching. This suits to the ideas of Mieke.
01:52:09 Janina Tosic: teaching perspectives inventory
02:00:49 Petra: Thanks all for the interesting presentations!

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