|ADED 501 Assessment Page|
May 20-27, 2003
We showed up the next week and a somewhat lively discussion on assessment broke out. Obviously, some of the students had read the material well, a majority of the students had browsed the reading, and a few students had read quite little. The discussion, under the influence of several students, went many directions, but with so many students, the main points kept shifting with little depth on each topic occurring.
Dr. Karen Wilson-Scott, our professor, kept offering the opportunity to change the syllabus. Several minor ideas kept a discussion going about the assignments and about rubrics; then Brian Maughan stepped the conversation up by suggesting more radical changes—even the deletion of an entire assignment. Then Kendall Grant suggested that they get rid of the whole syllabus, “and take assessment for a real ride” by applying it to a high school math class. Dr. Scott moved the class to a vote, but got interrupted. Obviously, the majority of the class did not want to “take a ride.” Kendall now proposed that the class split between those who wanted a more learner-centered environment and those who wanted a more teacher-centered environment. Nine chose to “take assessment for a ride”: Terri Brandvold, Linda Crumley, Kendall Grant, Jeff Hamblin, Bryan Maughan, Barbara Petty, Roger Smith, Greg Wightman, and Jim Winn This is our history and our product. The final project has turned us into an assessment consultation team for Larry Saunders and his College Algebra class at Brigham Young University-Idaho.
Our heartfelt thanks goes to Dr. Karen Wilson-Scott for seeing the wisdom in trusting us so that both fragmentations of the original class could excel and learn. Our final assessment is that because you gave us the opportunity to form a non-traditional center of learning, we have been able to extend our individual learning beyond what we thought possible for one course. We are changed students, teachers, parents, and citizens because of our experience. We look forward to proving this to you during the remainder of our graduate school experiences.
Some of the credit for our success as a class goes to our textbook. Huba and Freed's Learner-Centered Assessment on College Campuses has moved us to stimulating conversations as we strive to develop rich questions which move us toward stronger use of assessment.
|School of the animals parable|
|Knowing What Students Know--the e-book version.|
|Community of Learners Links through Jim Winn|
|AAHE Assessment Page|
|AAHE 2002 Assessment Conference Internet Version|
|9 Principles of Good Practice for Assessing Student Learning|
|Cal. State Fresno's Assessment Links|
|Past Conferences on Learning and Assessment|