One of the most challenging aspects of teaching is the assessment of student learning. How do we know if our students comprehend the material covered in the course? One of the most common assessment practices in education are graded tests. However, determining if students have a firm grasp of materials can go beyond testing and include a myriad of other pedagogical approaches. At the core of assessment is the importance of articulating, recognizing, and measuring if and how specific learning outcomes are met.
Want to know more? Click here and sign up to attend the TILE Labs: Accelerator next Friday, February 22, from 3:45 – 4:45, in LIB 1022 to talk with other TILE instructors about assessment in the TILE classroom. Instructional services staff and members of the Center for Teaching will be there to facilitate the conversation. Student Instructional Technology Assistants (SITAs) will be on site for individual consults. Join us for a workshop and discussion focused on assessment in TILE.
The TILE classroom is a unique space. It necessitates a different pedagogical approach, which also provides instructors with an opportunity to implement a different kind of assessment. But what does that assessment look like? Research conducted in TILE classrooms at the University of Iowa by Dr. Samuel Van Horne (2012) seeks to answer this question. Research is ongoing and you can read one of Dr. Van Horne’s articles here.
The February TILE Labs: Accelerator will help introduce instructors to new methods for in-class assessment, and help them develop assessment plans as well. Click here to sign up to attend the session, February 22, from 3:45-4:45pm in LIB 1022.
Below are links to some additional articles and resources on technology-rich classrooms:
“Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI)…The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment dimensions on attitude to subject and attitude to computer use”.
This paper considers uses of technology in educational assessment from the perspective of innovation and support for teaching and learning. It examines assessment cases drawn from contexts that include large-scale testing pro- grams as well as classroom-based programs, and attempts that have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving.