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Posts Tagged ‘Assessment’

Ask Professor Pedagogy: Midterm Exams

Ask Professor Pedagogy is a twice monthly advice column written by Center for Teaching staff. One aspect of our mission is to cultivate dialogue about teaching and learning, so we welcome questions and concerns that arise in the classroom; particularly those from Vanderbilt faculty, students, and staff. If you have a question that you’d like…

Posted on October 19, 2012 in Commentary, ,


Strategies for Grading Workshop: Additional Resources

CFT Graduate Teaching Fellow, Beth Koontz, offers additional resources on grading and assessing student work. The CFT recently hosted a teaching workshop on Effective and Efficient Grading focusing on the purposes of grading and how to grade in ways that help students learn more deeply and save time for the instructor. This post provides some…

Posted on September 13, 2012 in Events, News, , , , ,


From the Stacks…

Beyond Tests and Quizzes : Creative Assessments in the College Classroom by Richard J. Mezeske From the publisher… Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be…

Posted on April 7, 2012 in Library, , ,


Upcoming Event: Assessing Student Learning

Join us for this upcoming teaching workshop! Assessing Student Learning Date & Time:      March 20, 4:10-5:30 Facilitator:           Nancy Chick, Assistant Director Format:                Teaching Workshop Audience:           Faculty, Graduate and Professional Students, Post-docs, and Staff This session will equip participants with strategies to better understand what and how their students are learning—or not learning. …

Posted on March 14, 2012 in Events, , ,


How do you know what your students are learning—or NOT learning?

Which assessment techniques do you find particularly effective or efficient? How do you select when and how often to assess your courses? What then does deep learning in a course look like?  And how can it be achieved? The CFT is hosting two events later this month that address these questions and more. In the…

Posted on March 5, 2012 in News, ,


Memo to Departments: Outcomes Assessment Really is a Good Idea (POD Essays on Teaching Excellence)

  CFT Educational Consultant Milt Cox reviews an essay by Wayne Jacobson, University of Iowa, appearing in Essays on Teaching Excellence published by the Professional and Organizational Network in Higher Education. Jacobson claims that outcomes assessment is of key importance to departments. It provides them with the opportunity to discover and measure the impact that…

Posted on February 3, 2012 in News, ,


Fostering Student Engagement- NSSE Annual Results 2011

Last spring, about 2.1 million students at more than 750 colleges and universities were invited to report on their in- and out-of-class learning experiences by completing the NSSE survey. The near-record number of participating institutions signifies continued interest in student engagement as a useful and informative way for institutional leaders, faculty, and others to gain…

Posted on November 18, 2011 in News, , ,


Make the Most of Your Course Preparation Time This Summer

Summer time is here, and many faculty members have a break from their usual schedules, a chance to slow down a bit and start planning their fall courses.  If you’ve got a breather, you may find this an opportune time to review and refresh your teaching plans and practices.  The Center for Teaching is open…

Posted on June 13, 2011 in News, , ,


Academically Adrift? A Talk by Richard Arum Today on Undergraduate Learning

The Center for Teaching is co-sponsoring a presentation this afternoon by Dr. Richard Arum, Professor of Sociology & Education at New York University, and co-author of Academically Adrift: Limited Learning on College Campuses. Professor Arum’s research has garnered much publicity, including coverage by the New York Times, the Chronicle of Higher Education, Inside Higher Ed,…

Posted on February 23, 2011 in Events,


Measurement of ‘Learning Outcomes’ Comes to Graduate School

“I just know it in my bones” is the rationale some professors might give to explain how they know whether or not their students have learned, writes David Glenn in an article posted in the Chronicle of Higher Education. This article focuses in particular on graduate education, since even those programs that consist of more…

Posted on December 6, 2010 in News, ,