Assessment

What to Do When Your Test Answers are Available Online: Create 1200-Question Test Banks!

by Deborah Keene, Associate Director, Blount Scholars Program How often do you check to see whether answers to your tests are available somewhere online? In the Department of Geological Sciences, several GEO 101 instructors decided that we needed to create our own test bank after we found several of our exams, with answers, online (e.g., Quizlet, StudyBlue, Koofers, CourseHero, StudySoup, etc.). Our goal was

Piloting ePortfolios in the First-Year Writing Program

by Jessica Fordham Kidd, Department of English On February 22, 2019, Natalie Loper, Brooke Champagne, and I participated in the Faculty Technology Showcase with a presentation on the First-Year Writing Program’s (FWP) ePortfolio Pilot program, which is in its second semester. This ePortfolio initiative was inspired by Dr. Kathleen Blake Yancey’s visit to UA in

Reflecting on Repetition for Student Success in Teaching and Learning

by Deborah Keene, Blount Scholars Program Thanks to Dean Olin, and the College of Arts and Sciences, I was able to attend the Teaching Professor Conference for the first time. There were a wide variety of sessions, but I found myself drawn to the sessions about metacognition: How to Develop Self-Directed Learners, Maria Flores-Harris Classroom

Reflections on Inclusion and Equity in Digitally Mediated Learning Spaces

by Heather Pleasants, Office of Institutional Effectiveness After returning from the Digital Pedagogy Lab Summer Institute (DPL)*, writing a post about “Assessing Diversity, Equity, and Inclusion in Digital Classrooms” seemed to make sense. However, I encountered a few challenges right away: Challenge #1: Who wants to read a blog post that starts with “assessing?”  (…crickets) Challenge

Critical Digital Pedagogy in the Modern Classroom: Expectations Vs. Reality

by Cherelle Young, Tuscaloosa City Schools What is Critical Digital Pedagogy? Kate Molloy, a learning technologist with the Centre for Excellence in Learning and Teaching at NUI Galway and a peer from the Digital Pedagogy Lab, gave a good, easy-to-understand definition of Critical Digital Pedagogy: “CDP is the practice of reflective, critical teaching in a digital space. We must remain conscious

Student ePortfolios in Spanish Conversation (SP 353)

by Connie Janiga-Perkins and Chris Coleman Spanish Conversation (SP 353) is a course that asks students to manage a broad spectrum of content, build vocabulary, work on pronunciation and fluency, and open themselves to cross-cultural communication, understanding, and self-growth. In short, Spanish Conversation is at once a collective and a very individual experience. Students find themselves learning

Speed ∝ Quality ∝ Cost – Can Any Ed-Tech Idea Avoid the Iron Triangle?

by Nathan Loewen, Department of Religious Studies Learning might be the wicked problem in higher education. It’s inescapable. So when a headline like “Can Artificial Intelligence Make Grading Fairer and Faster?” is published in a leading ed-tech publication, people notice. The article was about a platform called Gradescope, whose tagline is “Grade Faster. Teach better.”

A New Twist on the Multiple Choice Quiz

by James Mixson, Department of History Ah, the multiple-choice quiz. An old stand-by for some instructors who love them not least because it can make grading so easy. For others, especially those in more narrative-intense disciplines like mine (history), they are problematic: names and dates and other “data” are only the beginning. What matters is

Details and Procedures: Returning Hand-Graded Exams Electronically

This post details the grading process described in “Scan and Deliver! Personalized Feedback in Large Classes.” We printed individual labels with each student’s name; on each label, the corresponding CWID was encoded in a Code 39 barcode. We used standard 1″ x 2 5/8″ addressing labels, 30 per page, for which MS Word has built-in templates.