How might you effectively assess student learning while maintaining a reasonable workload?
Week 6 DiscussionIncrease text sizeDecrease text sizePrint PageAssessment Strategy SelectionThere are a number of issues that an instructor must consider related to assessing student learning. A few such issues are student learning styles, frequency of assessments, types of assessments, size of the class, and time spent grading. For example, if you have a large lecture class of 200 students, you probably would not want to have an essay exam and grade all of the exams yourself; even if each exam only took 10 minutes to grade, that would be 200 exams x 10 minutes = 2,000 minutes or 33 hours. How might you effectively assess student learning while maintaining a reasonable workload? For this Discussion review and study this week’s Learning Resources. Then consider the following scenario: You have a class of 30 students in an introduction to psychology course. Think about what face-to-face assessment strategies you would use and why they might be effective. Finally, reflect on the time commitment involved with the type of assessment you selected.With these thoughts in mind:Post by Day 4 a description of the assessment strategies you might use based on the scenario provided, the frequency of assessment, and an explanation of why you think they might be effective. Then explain the time commitment involved for the type of assessment you selected. Be sure to defend your response with references to the Learning Resources.Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.Required ResourcesNote: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.ReadingsAshton, P. (2004). Testing: If you’re going to do it, do it right. In R. M. Cordell, E. M. Lucal, R. K, Morgan, S. Hamilton, & R. Orr (Eds.), Quick hits for new faculty: Successful strategies by award-winning teachers (Ebrary version, pp. 35–36). Bloomington, IN: Indiana University Press.Retrieved from the Walden Library databases. Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in Discussions, Assignments, and the Final Assignment.Society for the Teaching of Psychology. (2010). Best practices: Assessing teaching and learning in psychology. Retrieved from http://teachpsych.org/conferences/bp/index.phpNote: Review the Abstracts of Keynotes, Workshops, and Symposia document located in the Conference Schedule section of the web page to choose the presentation files you would like to review. Be sure to make note of the first author’s name. Then click on the “Access Presentation Files, by last name of first author” link at the top of the web page to find the files for the presentation you selected.Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.Part 3, “Cognitive Strategies to Support Learners’ Thinking” (pp. 73–74)Chapter 7, “Procedural Scaffolding” (pp. 75–85)Chapter 8, “Metacognitive Scaffolding” (pp. 87–93)Chapter 9, “Conceptual Scaffolding” (pp. 95–100)Chapter 10, “Strategic Scaffolding” (pp. 101–104)Svinicki, M., & McKeachie, W. J. (2014). Assessing, testing, and evaluating: Grading is not the most important function. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 73–84). Belmont, CA: Wadsworth.Svinicki, M., & McKeachie, W. J. (2014). Testing: The details. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 85–107). Belmont, CA: Wadsworth.Webster, T. (2008). How to be successful in your first year of teaching college: Everything you need to know that they don’t teach you in school. Ocala, FL: Atlantic.Retrieved from the Walden Library databases.Chapter 12, “Assessing Students and Yourself”
