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Investigating Instructional Technologies to Enhance Self–Assessment of Student Learning

Page history last edited by Molly Hepworth 10 years, 8 months ago

Investigating Instructional Technologies to Enhance Self–Assessment of Student Learning

 

Primary Presenter: Margaret Asirvatham

Co-Presenter: Viktoriya Oliynyk

Organization: University of Colorado Boulder

Role: Senior Instructor

Track: Research Presentation

Topic: Recent research on teaching and learning with technology

Level: For Mere Mortals

 

Abstract: Education research reveals that assessment is the engine that drives student learning. In this session you will learn about a ten-year journey of experimenting with and evaluating technology enhanced assessment activities in large chemistry courses. We will share evidence-based approaches to using clickers, biweekly quizzes, electronic homework assignments, and timed practice exams to enhance student learning and promote self-assessment. We will also discuss practical suggestions for getting started with implementation of online quizzes.

 

Bio: Margaret Asirvatham is Director of the General Chemistry Program and a Senior Instructor in the department of chemistry and biochemistry. She has used clickers since 2003 to actively engage students in large lecture courses. She has implemented electronic homework and recitation quizzes to facilitate self-assessment of student learning. She has discovered the Quizzes tool in D2L as an excellent instrument to promote self-assessment and preparation prior to hour exams and the final exam. Her chemistry education research is focused on using assessment as the engine to drive student learning and predict success in chemistry courses. 

 

Description: Evaluating effectiveness of instructional technologies can be a challenge, especially in large classes. The data guided the instructor’s decision-making to incorporate technology enhanced assessment methods into her large chemistry classes since 2003 to improve learning and promote self-assessment. The instructor will share her experiences using clickers for diagnostic and formative assessment, electronic homework for facilitating frequent practice of critical skills, and in-class quizzes and online timed practice exams for promoting students’ self-assessment of their preparation for midterm and final exams. The instructor will also present assessment data that she collected from these learning activities and how it was reflected in students’ course grades.

 

During the last third of the presentation the Academic Technology Consultant will overview key features of online quiz tools, share technologies of different difficulty levels, and discuss important considerations related to creating and implementing online quizzes. Audience feedback is strongly encouraged throughout the presentation.

 

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