Measurement backlash and how to avoid it

File docx 179KB

As long time members of OBTS, we find our participative teaching philosophy threatened by assessment models based on unchallenged assumptions that link ability to achievement, force grading onto normal curves, and separate intended learning outcomes into discrete bits that must be answered individually to accrue enough points to pass without ever relating them to a greater whole. Based on the work of Biggs and Tang (2007), this session will engage participants in a critique of the current measurement model and learning about an alternative that constructively aligns intended learning outcomes with in-class activities and assignments linked to consistent observable standards.

Author(s):

James Spee    
University of Redlands
United States

Teri Tompkins    
Pepperdine University
United States