I know I haven't blogged for a while. Partly it is because I have been busy participating in commencement (it's official, I'm a Dr. and I have a picture to show for it), partly its family responsibilities (I AM in the sandwich generation), but mostly its because I'm working on some very interesting projects.
The first is a blog I have started with my sister, a 50 something who I convinced should learn more about social media. With this in mind we have started a blog in which she posts questions as she navigates the ins and outs of social media (getting stuck, confused, and otherwise frustrated) and I try to answer her questions.
The second is part of a program I was chosen for through my university: the flipped classroom. Honestly, one of the main reasons I applied for the program was to get an ipad I could use for my classes and figure out the technology my students all seem have at their fingers tips. This was a smart move on the part of our Leaning and Instruction Center to get us into the door.
The fact is, I wasn't sure I'd be accepted for the program. After reading through the information and watching the videos they sent us about the "flipped classroom" movement (see below for those resources), I wasn't sure I'd be able to change my class much since my current teaching approach (based on experiential learning theories)seemed to "flip" the class so students had a lot of control over their learning. However, as I discussed "flipped learning" and read some of the background information on it, I realized there was a key weakness in one of my classes especially.
For the last 3 years, I have been having an increasing difficulty in getting students to link what we do in class to the assigned readings. Now granted, some of this is students not doing the assigned work. However, many times I would see the frustration of my best students who would look at me blankly when I asked them to link the reading concepts to class activities. I could see in their body language the question: Why are you here? Aren't YOU going to tell us what is important? Why aren't you teaching us? What do you mean there is no right or wrong answer???? What are we PAYING YOU FOR? HOW ARE WE SUPPOSED TO KNOW THIS IF YOU DON'T TEACH US !!!!!!????
I don't blame the students for being unable to make the links, but rather have identified the problem as years of education where testing for the "correct answer" has been drummed into them. The results of this type of teaching is that students are afraid to take risks (they get it wrong, they fail) with their learning; they are unable to develop hypotheses and/or are not confident in their own abilities to draw their own conclusions; and they look to resources and teachers to tell them how to interpret information. Many of my students just had never had their critical thinking, critical reading, and problem solving skills developed so they were able to make the links between the reading and active learning activities.
So my goal for this semester is to:
1) Develop my skills in teaching them critical thinking, problem solving, and critical reading
2) Make the links I make between the activities and reading more transparent, so my students learn to make those links also
3) Rework my syllabus and class activities so students feel safe in making mistakes, yet learn from the activities and apply assigned reading concepts to those activities.
To do this, the learning team I am working with has suggested I use clickers (helps focus reading and promote discussion around questions), video recordings to summarize the most important concepts (or fill in spaces of understanding) from the reading, and (my idea) use the video recording capacity of the ipad to record specific examples from class activities, that the class can then review and critique.
Hopefully, throughout the semester, I'll be able to blog about the process. Already I'm working on writing objective questions that will provoke discussion. I also have gained a better insight into the tone of a syllabus and how it can empower students (or take away their choices, and therefore responsibility, for learning).
References:
http://www.youtube.com/watch?v=lBYrKPoVFwg
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php)
Showing posts with label education evaluation. Show all posts
Showing posts with label education evaluation. Show all posts
Wednesday, January 23, 2013
Saturday, January 9, 2010
Should feedback be anonymous?
Imagine this evaluation for a student:
John is one of the laziest students I have ever had. He sat in the back of the class and slept through most of my presentations. When I called on him, he simply answered, "I don't know." Not only is he lazy, but he's stupid.
Compare this to one of the comments I received on my teacher evaluation.
The instructor did not know anything about the topic. When I asked her a question in class, she wasn't able to answer it so I could understand it.
In both cases, the feedback is not really useful. In the first case, an instructor would be slammed if they wrote this type of comment on a student report card, if they were even asked for feedback on the student (it does not happen at the university level). In both cases, it would be important to have more information on both the writer and the person being evaluated. What is their relationship? How long have they known each other? How well was the student doing in the class? This would at least give some context.
More importantly, however, is that the person receiving the feedback would be able to critique the feedback and determine if it was justified or not.
Who is responsible for learning?
As you can probably tell, I received student feedback for my fall courses this semester. In addition to this feedback, which I like to evaluate and help direct me in preparing for my current courses, I also received direction at the one school on what our syllabus should include. These included such items as:
There are two reasons for this level of detail in a syllabus:
Student learning outcomes
This can have very disturbing outcomes for how we are preparing students for the workplace and student work ethics. As students are given detailed instructions on how to learn, and expect only to be assessed on those "standards", they will not stretch beyond what is given them. Why should they?
Likewise, assessing the "softer" skills will be more difficult and could result in a law suit. This means that all creativity will be knocked out of the students. Expect to see creativity in the workplace from those WITHOUT education. The entrepreneurs of tomorrow will probably be the drop-outs of today because the educational system has not supported the expansion of ideas.
Interestingly enough, I see our society becoming more like those of eastern Europe during communist rule. While working in Hungary, I found that the most successful workers were those that were used to doing what they were told to do, always deferring to the person above them (as they would get the blame). The entrepreneurs in Hungary were those that had been unsuccessful in school and the civil service.
Anonymity in evaluations
This brings me back to the question in my title. In the former system, universities implemented student questionnaires to get a feeling for how students perceived their learning. As most courses were not standardized, one measure for effectiveness was student satisfaction. However, if a student did not feel that evaluation was "objective" and their grade might be affected by giving frank feedback, most schools made these evaluations anonymous. Of course, back when these were first implemented, students were not used to giving teachers feedback. Instructors were still perceived as "gods" and students were reluctant to give critical feedback.
Additionally, most of the evaluations were hand written (as were assignments). A good teacher could still determine who wrote what, if they were engaged with their students. I often was able to contextualize the comments based on who the student was who wrote it. Because I received the comments long after grades were due, even if I was unprofessional enough, I couldn't change the student's grade. I received some valuable feedback through these evaluations, especially if I was able to figure out who the student was. In some cases, I was also able to disregard the comments, knowing that a certain student would never like my teaching style.
Now we come to the age of computerized evaluations. First, this means that students self-select if they will fill out the questionnaire. When it was given in the class (the teacher leaving the classroom, but college staff administering the evaluation), more students were apt to participate, even if they were indifferent. With the evaluations being online, the indifferent student will be less likely to take the time out to fill it out. Second, there is no context anymore with the evaluations. I am given a summary of the results and a summary of the comments. So did the student hate everything about my class or just the fact that they had to take the class (they would have hated it regardless of the teacher--typical for public speaking classes). These disembodied comments make it difficult for me to determine what I could have done better. Finally, these evaluations are now used to justify the hiring or retention of faculty member, the "effectiveness" of a college, and even strategic planning.
However, my students have never felt intimidated to express their displeasure in my class. I often hear complaints about how my assignments are "subjective" (I think the word they are really looking for is complex), they have too much work to do (even though I have had to outline my work expectations at the beginning of the course, and this does not change), and how other classmates aren't as smart, hardworking, etc... So why should they worry about putting their name to a course evaluation? Especially if the instructor will not see the evaluation until after final grades have been given?
So back to my opening comment. What would happen if students were not given individual grades for each course, but were asked to evaluate (anonymously) each student on skills such as critical thinking, class preparedness, content mastery, communication skills, ability to express themselves in text, technology, etc... Each semester, these evaluations would be aggregated for a grade, and comments would be summarized. At the end of four years, these evaluations would be sent to the school to review and decide if the student qualified for a degree. In addition, these aggregated scores would be sent to all potential employers. What kind of uproar do you believe would result? Wouldn't students want to know who graded them how and why? Why is this different for instructors?
John is one of the laziest students I have ever had. He sat in the back of the class and slept through most of my presentations. When I called on him, he simply answered, "I don't know." Not only is he lazy, but he's stupid.
Compare this to one of the comments I received on my teacher evaluation.
The instructor did not know anything about the topic. When I asked her a question in class, she wasn't able to answer it so I could understand it.
In both cases, the feedback is not really useful. In the first case, an instructor would be slammed if they wrote this type of comment on a student report card, if they were even asked for feedback on the student (it does not happen at the university level). In both cases, it would be important to have more information on both the writer and the person being evaluated. What is their relationship? How long have they known each other? How well was the student doing in the class? This would at least give some context.
More importantly, however, is that the person receiving the feedback would be able to critique the feedback and determine if it was justified or not.
Who is responsible for learning?
As you can probably tell, I received student feedback for my fall courses this semester. In addition to this feedback, which I like to evaluate and help direct me in preparing for my current courses, I also received direction at the one school on what our syllabus should include. These included such items as:
- school vision and learning goals,
- university vision and learning goals
- attendance policies
- policies for making up tests
- policies for late assignments
- accommodations for students with disabilities
- teaching methods
- classroom atmosphere
- work load expectations
- academic integrity
- grading policies
- Cell phone use
There are two reasons for this level of detail in a syllabus:
- As opposed to when I started teaching in college (and was one of the few to have a syllabus of more than 1 page, some teachers not even having a syllabus), the syllabus IS a contract (isn't even considered LIKE a contract) which can be used in a court of law.
- New federal laws and guidelines passed in 2008 (NCLB for higher ed) requires that students be given this information. Rather than the administration spending time and money doing this in orientations (many times not required or students may be unable to attend), they incorporate it into the classroom. While this ensures a student will be informed of their rights, it also puts legal responsibility on the instructor, and gives the instructor even more administrative work to do (so why aren't instructors paid twice the salaries of top administrators?).
Student learning outcomes
This can have very disturbing outcomes for how we are preparing students for the workplace and student work ethics. As students are given detailed instructions on how to learn, and expect only to be assessed on those "standards", they will not stretch beyond what is given them. Why should they?
Likewise, assessing the "softer" skills will be more difficult and could result in a law suit. This means that all creativity will be knocked out of the students. Expect to see creativity in the workplace from those WITHOUT education. The entrepreneurs of tomorrow will probably be the drop-outs of today because the educational system has not supported the expansion of ideas.
Interestingly enough, I see our society becoming more like those of eastern Europe during communist rule. While working in Hungary, I found that the most successful workers were those that were used to doing what they were told to do, always deferring to the person above them (as they would get the blame). The entrepreneurs in Hungary were those that had been unsuccessful in school and the civil service.
Anonymity in evaluations
This brings me back to the question in my title. In the former system, universities implemented student questionnaires to get a feeling for how students perceived their learning. As most courses were not standardized, one measure for effectiveness was student satisfaction. However, if a student did not feel that evaluation was "objective" and their grade might be affected by giving frank feedback, most schools made these evaluations anonymous. Of course, back when these were first implemented, students were not used to giving teachers feedback. Instructors were still perceived as "gods" and students were reluctant to give critical feedback.
Additionally, most of the evaluations were hand written (as were assignments). A good teacher could still determine who wrote what, if they were engaged with their students. I often was able to contextualize the comments based on who the student was who wrote it. Because I received the comments long after grades were due, even if I was unprofessional enough, I couldn't change the student's grade. I received some valuable feedback through these evaluations, especially if I was able to figure out who the student was. In some cases, I was also able to disregard the comments, knowing that a certain student would never like my teaching style.
Now we come to the age of computerized evaluations. First, this means that students self-select if they will fill out the questionnaire. When it was given in the class (the teacher leaving the classroom, but college staff administering the evaluation), more students were apt to participate, even if they were indifferent. With the evaluations being online, the indifferent student will be less likely to take the time out to fill it out. Second, there is no context anymore with the evaluations. I am given a summary of the results and a summary of the comments. So did the student hate everything about my class or just the fact that they had to take the class (they would have hated it regardless of the teacher--typical for public speaking classes). These disembodied comments make it difficult for me to determine what I could have done better. Finally, these evaluations are now used to justify the hiring or retention of faculty member, the "effectiveness" of a college, and even strategic planning.
However, my students have never felt intimidated to express their displeasure in my class. I often hear complaints about how my assignments are "subjective" (I think the word they are really looking for is complex), they have too much work to do (even though I have had to outline my work expectations at the beginning of the course, and this does not change), and how other classmates aren't as smart, hardworking, etc... So why should they worry about putting their name to a course evaluation? Especially if the instructor will not see the evaluation until after final grades have been given?
So back to my opening comment. What would happen if students were not given individual grades for each course, but were asked to evaluate (anonymously) each student on skills such as critical thinking, class preparedness, content mastery, communication skills, ability to express themselves in text, technology, etc... Each semester, these evaluations would be aggregated for a grade, and comments would be summarized. At the end of four years, these evaluations would be sent to the school to review and decide if the student qualified for a degree. In addition, these aggregated scores would be sent to all potential employers. What kind of uproar do you believe would result? Wouldn't students want to know who graded them how and why? Why is this different for instructors?
Tuesday, December 15, 2009
Assessment and preparing for the 21st century
As I am trying to get finish up my grading, issues of assessment and evaluation keep coming up.
Some of the questions/problems/issues I am dealing with include:
Should we be using rubrics? Don't they limit creativity and motivation? My students will only do what is on the rubric. I am restricted to grading them only on the rubric. So some students who just do a mediocre non-creative job may get the same grade (or higher because I used the rubric) than those that used more creativity, not really doing what I outlined as expected, but addressing the problem in a whole new way.
If this is what we are training our future workers to do, we will have the "best" workers (those with the highest grade) doing only what their managers told them to do, thus stifling the possibilities and creativity of our workers.
Should we be telling our students our expectations for every assignment, giving them detailed instructions? How many times have you received detailed instructions on the job? Shouldn't we be creating the skill to negotiate "outcomes" with our superiors? Situations change, factors we can't control require us to change outcomes, and there might be a disconnect between strategists and front line workers. Companies would benefit if workers and managers began to communicate about outcomes be and open to the changing environment.
If graduates only expect to do the work that a manager has outlined for them, an organization loses incentive, ideas, and reality checks from both those at the top and those on the front line.
Should all grading be "fair"? How is "fair" defined and aren't there instances when a standardized means of evaluation is in fact "unfair"? I have students that excel in class. They are engaged, apply concepts or take ideas to new levels. But they don't "evaluate" well. Neither papers nor tests get at their level of understanding that I see in class. They do the work, but it does not translate into their grades. Is this fair? They will be great employees on day. In addition to their academic work, they are good team players, contribute to the class, have a good work ethic, act responsibly in class, and add to an overall good environment. Others that test well are over critical, stifle others ideas, create a negative environment, and really don't do much work, but are good writers and/or good test takers. I'd rather have the ones that don't grade well than those that do grade well. So how fair am I in my assessment?
So, a word of warning to all those in the training and HR departments: make sure you are using other measures to identify the ideal employees. GPA's don't really reflect a student's potential. A word of warning to educators: we need to re-evaluate how we assess in the current climate of "standardization." We may be doing our society a dis-service.
Some of the questions/problems/issues I am dealing with include:
Should we be using rubrics? Don't they limit creativity and motivation? My students will only do what is on the rubric. I am restricted to grading them only on the rubric. So some students who just do a mediocre non-creative job may get the same grade (or higher because I used the rubric) than those that used more creativity, not really doing what I outlined as expected, but addressing the problem in a whole new way.
If this is what we are training our future workers to do, we will have the "best" workers (those with the highest grade) doing only what their managers told them to do, thus stifling the possibilities and creativity of our workers.
Should we be telling our students our expectations for every assignment, giving them detailed instructions? How many times have you received detailed instructions on the job? Shouldn't we be creating the skill to negotiate "outcomes" with our superiors? Situations change, factors we can't control require us to change outcomes, and there might be a disconnect between strategists and front line workers. Companies would benefit if workers and managers began to communicate about outcomes be and open to the changing environment.
If graduates only expect to do the work that a manager has outlined for them, an organization loses incentive, ideas, and reality checks from both those at the top and those on the front line.
Should all grading be "fair"? How is "fair" defined and aren't there instances when a standardized means of evaluation is in fact "unfair"? I have students that excel in class. They are engaged, apply concepts or take ideas to new levels. But they don't "evaluate" well. Neither papers nor tests get at their level of understanding that I see in class. They do the work, but it does not translate into their grades. Is this fair? They will be great employees on day. In addition to their academic work, they are good team players, contribute to the class, have a good work ethic, act responsibly in class, and add to an overall good environment. Others that test well are over critical, stifle others ideas, create a negative environment, and really don't do much work, but are good writers and/or good test takers. I'd rather have the ones that don't grade well than those that do grade well. So how fair am I in my assessment?
So, a word of warning to all those in the training and HR departments: make sure you are using other measures to identify the ideal employees. GPA's don't really reflect a student's potential. A word of warning to educators: we need to re-evaluate how we assess in the current climate of "standardization." We may be doing our society a dis-service.
Wednesday, October 7, 2009
Dumbing down in the World? Defining "smart"
Let me start with a question to reflect on. Make sure you think of this before you read on. Think of the teacher that had the greatest impact on your learning throughout your life. How did they influence you? What did they do to influence your learning? What characteristics did they have?
Now read on.
I recently had a conversation with my adviser about "good teachers." He begins his introduction to teaching course asking his students to reflect on these questions. This conversation came back as I read a post by Ken Allen on "Is the world dumbing down?".
In the post, he has a clip of Branford Marsailis who speaks about what he has learned from his students. Basically, he says he has not learned anything, as his students just want to be told they are good, and don't want to work hard to learn. My adviser also mentioned how one of his students felt that much of teaching education focuses on the "touchy-feely stuff" and not on the learning outcomes.
This got me to thinking about which teachers had influenced me the most. There were four teachers who had the greatest impact on my learning. One thing that they had in common was they challenged me, but always let me know that they had confidence that I would meet any challenge.
Miss Relation was my reading and 3rd grade teacher. I can still remember when she was so impressed with how well I did with multiple digit multiplication and complex math concepts (such as sets). As I learned to read, she would always re-enforce it with, "I knew you could do it. See?" But she would never take, "I can't" as an excuse. She was in it with me, guiding me, having confidence that I could do it.
Miss McDonough was one of the toughest teachers I had (5th grade), but when I accomplished something, she would let me know how proud she was that I stuck with it and was able to master it. At no time would she give up on any student. You would achieve her high standards or she (and possibly you) would die trying. Her utter confidence in every student (I never heard her say a negative thing about a student...they weren't smart, they were lazy, what were they thinking?) made you want to show her you could do it.
My middle school math teacher was the first to let me know that I was really good in math...during a time when women were not expected to be good in math. Everything that we did, he would point out the good job I did. This confidence in me, made me confident in myself and I excelled in math as a result.
Finally, one of my professors in graduate school, allowed us to co-create our own curriculum. I loved this class as the students found the readings, presented the content, but were guided by very insightful questions from the professor. He treated us (master and Ph.d students) as knowledgeable students that he could learn from. Some of his questions would make you stop and think (and sweat if you weren't prepared). He was very low key and respectful of the students, which made you want to do the best you could. I still remember many of the discussions we had in the class, and the project I worked on (tariffs and counter-tariffs for the Steel Industry).
Another trait that all of these teachers had was that they knew ME and what I needed to learn. They did not use a cookie cutter approach to teaching and took time out to know what I knew and how I thought. They then used this to help me learn better.
What I learned from poor teachers
Likewise, the teachers that I look on with humiliation and anger, even to this day, taught me what a good teacher does not do.
As I mentioned in my comment to Ken:
The teachers that impeded by learning only looked at the standards and never bothered to look at what I actually knew. They also had a very narrow view of what "learning" and "knwoledge" was, then labeled those outside of those norms as "not quite smart". I can remember being moved from the "smart" reading group to the "slow" reading group in 1st grade. The major problem was that the teacher taught reading in one way only, and those that did not learn that way were then labeled "slow". It was humiliating for me and I lost all confidence in my studies. She always made it know who the "good" students were and who the "bad" students were.
These teachers also tended to have only the curriculum and book learning, with no abstract or creative activities in the classroom. Students did what the teacher wanted them to do ONLY or else you were a poor student. I remember a home economics teacher telling me how disappointed she was in my cooking class because I didn't follow the recipe exactly. My classmates all liked my changes (for the most part, sometimes they ended in disaster though), but I did not "follow directions."
Finally, the most difficult teachers that really turned me off to learning were those that seemed to exert their power over me as a student. They always had a way of making sure I knew they were in control and knew more than I did, so I should not ask questions of them or interrupt their class flow. In fact, years later, I realized that they did not like me to ask questions because they probably did not know how to answer them.
Dumbing down the World? Or a new way to assess learning?
In some ways, I do think that we are "dumbing down" in the world. But not in the traditional sense. I don't think that a grade these days is complex enough to assess a student's learning. I don't think that many of the teachers from which I learned the most (I still can remember many of the lessons 30-45 years later) would be able to keep up with the "testing". In fact, some of my daughter's teachers that had the qualities I look for in a good teacher were considered "poor" by some parents because their students enjoyed school and the kids did not have enough homework at night! (Even though their students tested high on standardized tests).
The new educational reforms in the US still focus on these simplistic quantitative tests and pitting teachers against students and parents. I have just read about community schools, however, which I hope with create a new educational environment that is based less on numbers and more on learning.
Now read on.
I recently had a conversation with my adviser about "good teachers." He begins his introduction to teaching course asking his students to reflect on these questions. This conversation came back as I read a post by Ken Allen on "Is the world dumbing down?".
In the post, he has a clip of Branford Marsailis who speaks about what he has learned from his students. Basically, he says he has not learned anything, as his students just want to be told they are good, and don't want to work hard to learn. My adviser also mentioned how one of his students felt that much of teaching education focuses on the "touchy-feely stuff" and not on the learning outcomes.
This got me to thinking about which teachers had influenced me the most. There were four teachers who had the greatest impact on my learning. One thing that they had in common was they challenged me, but always let me know that they had confidence that I would meet any challenge.
Miss Relation was my reading and 3rd grade teacher. I can still remember when she was so impressed with how well I did with multiple digit multiplication and complex math concepts (such as sets). As I learned to read, she would always re-enforce it with, "I knew you could do it. See?" But she would never take, "I can't" as an excuse. She was in it with me, guiding me, having confidence that I could do it.
Miss McDonough was one of the toughest teachers I had (5th grade), but when I accomplished something, she would let me know how proud she was that I stuck with it and was able to master it. At no time would she give up on any student. You would achieve her high standards or she (and possibly you) would die trying. Her utter confidence in every student (I never heard her say a negative thing about a student...they weren't smart, they were lazy, what were they thinking?) made you want to show her you could do it.
My middle school math teacher was the first to let me know that I was really good in math...during a time when women were not expected to be good in math. Everything that we did, he would point out the good job I did. This confidence in me, made me confident in myself and I excelled in math as a result.
Finally, one of my professors in graduate school, allowed us to co-create our own curriculum. I loved this class as the students found the readings, presented the content, but were guided by very insightful questions from the professor. He treated us (master and Ph.d students) as knowledgeable students that he could learn from. Some of his questions would make you stop and think (and sweat if you weren't prepared). He was very low key and respectful of the students, which made you want to do the best you could. I still remember many of the discussions we had in the class, and the project I worked on (tariffs and counter-tariffs for the Steel Industry).
Another trait that all of these teachers had was that they knew ME and what I needed to learn. They did not use a cookie cutter approach to teaching and took time out to know what I knew and how I thought. They then used this to help me learn better.
What I learned from poor teachers
Likewise, the teachers that I look on with humiliation and anger, even to this day, taught me what a good teacher does not do.
As I mentioned in my comment to Ken:
"Dumbing down" is in the eyes of the beholder though. What is important is that in the US at any rate, we have begun to classified "smart" or "knowledgeable" as being able to take standardized tests about basic facts (i.e. math formulas, defining terms, and writing in a standard format regardless of audience or purpose). We have also relegated anything outside of math, science, and technology as "fluff" and not real knowledge.
The teachers that impeded by learning only looked at the standards and never bothered to look at what I actually knew. They also had a very narrow view of what "learning" and "knwoledge" was, then labeled those outside of those norms as "not quite smart". I can remember being moved from the "smart" reading group to the "slow" reading group in 1st grade. The major problem was that the teacher taught reading in one way only, and those that did not learn that way were then labeled "slow". It was humiliating for me and I lost all confidence in my studies. She always made it know who the "good" students were and who the "bad" students were.
These teachers also tended to have only the curriculum and book learning, with no abstract or creative activities in the classroom. Students did what the teacher wanted them to do ONLY or else you were a poor student. I remember a home economics teacher telling me how disappointed she was in my cooking class because I didn't follow the recipe exactly. My classmates all liked my changes (for the most part, sometimes they ended in disaster though), but I did not "follow directions."
Finally, the most difficult teachers that really turned me off to learning were those that seemed to exert their power over me as a student. They always had a way of making sure I knew they were in control and knew more than I did, so I should not ask questions of them or interrupt their class flow. In fact, years later, I realized that they did not like me to ask questions because they probably did not know how to answer them.
Dumbing down the World? Or a new way to assess learning?
In some ways, I do think that we are "dumbing down" in the world. But not in the traditional sense. I don't think that a grade these days is complex enough to assess a student's learning. I don't think that many of the teachers from which I learned the most (I still can remember many of the lessons 30-45 years later) would be able to keep up with the "testing". In fact, some of my daughter's teachers that had the qualities I look for in a good teacher were considered "poor" by some parents because their students enjoyed school and the kids did not have enough homework at night! (Even though their students tested high on standardized tests).
The new educational reforms in the US still focus on these simplistic quantitative tests and pitting teachers against students and parents. I have just read about community schools, however, which I hope with create a new educational environment that is based less on numbers and more on learning.
Friday, July 3, 2009
Example of assessment part 3: Online course
Below is the assessments I used for an online course in Distance education. When I create assessments for distance learning, there is a more systematic approach as assessments act as a means of dialogue between the student and myself and the students with each other. Not only do I use assessments to check student learning with the desired course outcomes, I also use it to check if the course is fulfilling the needs for the student (which might be different than what the institution requires), a means to create a class community, and a way for the student to identify their own needs, strengths and create a learning agenda for after the course.
As a result, I use multiple mediums for assessment and multiple measures including teacher, student reflections, peer reviews, group assessments, discussion, blogs, student projects, annotated bibliographies, and group projects. One thing that is missing from my assessments are standardized tests.
Below is the evaluation criteria I gave students:
A. Students will be expected to participate and contribute to online discussions, both within SLN and on outside assigned discussion boards (Yahoo, Googlegroups). Students will be expected to demonstrate they have done the readings by citing pages and ideas from the readings, but applying those concepts to the discussion activities. Minimal discussion requirements are included in the discussion instructions. This will earn students a “B-”. Students that want a higher mark will be required to post more frequently and include quality postings (a discussion of quality postings is included in the instructions for discussions in Module 1). Maximum 40 Points per module.
B. At the end of each module, students will be given time to reflect on the module’s instruction and their learning as a journal entry. They will be given some guiding questions in the journal section and asked to answer the questions and evaluate their performance in class for that module. Students may also post other issues that they find of importance for that module. Maximum 40 points per module.
C. Students will work on designing a distance learning or outreach module with other teachers. As part of the process, students may be working with other faculty at a distance. A series of preparatory activities and the journal questions will be used to help guide students through the process. Ten percent of the grade will be based on the preparatory activities and 10% of the final grade will be based on the final product. Maximum 200 points
D. Students will write an evaluative annotated bibliography using 5 resources from the resource list posted on the course website and 5 additional resources (peer reviewed article or academic book) which are related to their module and research interests. In addition to the APA style citation, the annotated bibliography should include a short summary of the resource and how it relates to their module topic. Maximum 15 points per citation.
E. Each student will write a reflective paper on the instructional design choices they made for their distance learning module. The paper should include research and references which support their choices or explain their approach. The paper should be 10-14 pages double-spaced, using APA style. Maximum 250 points.
Note the level of choice students are given, yet there are also standards established (i.e. APA style) that are required by the department and profession.
In addition to the above evaluation criteria, I include the following at the beginning of each discussion area (entitled "Instructions for discussion")
This sets a stand criteria on which I am evaluating the discussions. I find it difficult to "grade" each discussion post, but instead grade holistically. I give each student a grade for discussion after each module. In some cases, students may post a few very high quality posts or they may post a number of very thought provoking questions, both of which are evaluated highly. Other times, they may post frequently, but just very superficially in which case they are not evaluated as highly.
In developing discussing questions, I make sure students are required to apply reading concepts and class activities to their own situation and/or class problems. Below is an example of the discussion question I used to evaluate their understanding of distance learning assessment:
The following are instructions for peer review on students projects:
Notice how I try to create boundaries for the type of feedback peers should be giving. This is especially true for online assessment as there are no social cues that will help to temper constructive criticism.
Below are the instructions for the project required by the students. Notice how, again, they are given a great deal of choice, yet within a very structured framework.
Another aspect of this project was the submission for feedback by both the instructor and peers and the negotiation of standards based on that feedback.
As a result, I use multiple mediums for assessment and multiple measures including teacher, student reflections, peer reviews, group assessments, discussion, blogs, student projects, annotated bibliographies, and group projects. One thing that is missing from my assessments are standardized tests.
Below is the evaluation criteria I gave students:
A. Students will be expected to participate and contribute to online discussions, both within SLN and on outside assigned discussion boards (Yahoo, Googlegroups). Students will be expected to demonstrate they have done the readings by citing pages and ideas from the readings, but applying those concepts to the discussion activities. Minimal discussion requirements are included in the discussion instructions. This will earn students a “B-”. Students that want a higher mark will be required to post more frequently and include quality postings (a discussion of quality postings is included in the instructions for discussions in Module 1). Maximum 40 Points per module.
B. At the end of each module, students will be given time to reflect on the module’s instruction and their learning as a journal entry. They will be given some guiding questions in the journal section and asked to answer the questions and evaluate their performance in class for that module. Students may also post other issues that they find of importance for that module. Maximum 40 points per module.
C. Students will work on designing a distance learning or outreach module with other teachers. As part of the process, students may be working with other faculty at a distance. A series of preparatory activities and the journal questions will be used to help guide students through the process. Ten percent of the grade will be based on the preparatory activities and 10% of the final grade will be based on the final product. Maximum 200 points
D. Students will write an evaluative annotated bibliography using 5 resources from the resource list posted on the course website and 5 additional resources (peer reviewed article or academic book) which are related to their module and research interests. In addition to the APA style citation, the annotated bibliography should include a short summary of the resource and how it relates to their module topic. Maximum 15 points per citation.
E. Each student will write a reflective paper on the instructional design choices they made for their distance learning module. The paper should include research and references which support their choices or explain their approach. The paper should be 10-14 pages double-spaced, using APA style. Maximum 250 points.
Note the level of choice students are given, yet there are also standards established (i.e. APA style) that are required by the department and profession.
In addition to the above evaluation criteria, I include the following at the beginning of each discussion area (entitled "Instructions for discussion")
Quality discussion responses
A high quality response contains information from the textbook or other valid source, or applies a concept from the text or course in a meaningful way, or facilitates understanding of the course material or topic. This could include posing questions, clarifying others ideas, giving alternative view points or interpretations of the same reading passages, giving real life examples that apply the concepts, and citing additional resources. Responses such as: "I agree.", "Good question" or "Good answer" / Any response that is just an opinion, or is unsubstantiated may add to the discussion but will not be evaluated as part of your discussion grade. Any response that is carelessly typed, poorly thought-out, grammatically incorrect or confusing / any response that is disrespectful of another student or any other person, etc., are not acceptable.
Netiquette
As discussion is of a public nature, please observe proper "netiquette" -- courteous and appropriate forms of communication and interaction over the Internet (in online discussions). This means no personal attacks, obscene language, or intolerant expression. All viewpoints should be respected. Because there are no communication cues, such as a smile, eye contact, nodding, and tone of voice, to help identify when someone is jesting or being sarcastic, you should be careful not to be insulted if a comment is misunderstood or misinterpreted, but rather to clarify its meaning. Likewise, you need to expect that others might misinterpret or be insulted when using subtle humor, so reread what you intend to post to make sure there will be no misinterpretation of your intentions. Emoticons can be used to express your intentions.
This sets a stand criteria on which I am evaluating the discussions. I find it difficult to "grade" each discussion post, but instead grade holistically. I give each student a grade for discussion after each module. In some cases, students may post a few very high quality posts or they may post a number of very thought provoking questions, both of which are evaluated highly. Other times, they may post frequently, but just very superficially in which case they are not evaluated as highly.
In developing discussing questions, I make sure students are required to apply reading concepts and class activities to their own situation and/or class problems. Below is an example of the discussion question I used to evaluate their understanding of distance learning assessment:
Work though each of the activities before you start this discussion! Since you will have more than three weeks for this discussion, I would not expect a high level of participation until April 14-26.
Analyze each of the activities listed in the activities section above using Philip's design dimensions. How would you categorize each of those activities? Which activities/design dimensions were you most comfortable doing as a student? as an instructional designer/teacher? Which were you least comfortable with as a student? as an instructional designer/teacher? Which do you think would be most relevant for your students? Why? What type of support do you think would be necessary for those activities above? Why? Look through at least 3 other students that were not part of your team and discuss the types of problems they had and how you would have supported them as an instructional designer.
The following are instructions for peer review on students projects:
Attach a draft of your project for the class to review and give feedback. Remember when you are giving feedback that the author of the draft 1) is probably still working on it so it is a work in progress, 2) has put a lot of time and thought into the project, 3) might want you to only look at certain aspects of the project, 4) may have a different teaching situation than your own, 5) is posting this for constructive feedback (saying" this looks good" is not enough, explain why it looks good, what you like about it; likewise, "you need to change X" is not enough, explain why you feel there needs to be changes, such as I wasn't able to understand what you wanted the student to do in X), and can't see your face (you might want to use emoticans).
Notice how I try to create boundaries for the type of feedback peers should be giving. This is especially true for online assessment as there are no social cues that will help to temper constructive criticism.
Below are the instructions for the project required by the students. Notice how, again, they are given a great deal of choice, yet within a very structured framework.
Each module, students will be asked to submit a different part of what will be their final project. Each student will be expected to develop a distance learning module. While more than one student may collaborate on the distance learning activity or module, each student will be expected to tailor the module to their own situation (in other words there needs to be some components that are their own original work). The module will follow this format:
Module Name
Author Name and Date Prepared
Target Group: Who will use this module (student, teachers, institution, general public); academic domain (i.e. ESL, science, history);level of education (elementary, secondary, higher ed, adult).
Institution (s): A brief description of the institutional context where it will be used including location (s), mission or goals, relationship between institutions if there are multiple locations, institutional structure (including required approvals and resource allocation).
Technology: List primary and secondary (or back-up) technologies that will be used. Include whether these technologies are currently available or will need to be procured by the students or institutions. Also include technology support that will be available including help desks or websites.
Module Description: Include a summary of the purpose of the module and how it will fit into the curriculum and/or standards and any prerequisite requirements
Module Goals and Objectives
Dates and/or Activity Schedule:
· Identify due dates and/or time frames for activities. Specific dates are not necessary (i.e. you may use Day, Week, or Month 1).
· Identify and briefly describe module activities
Module Content: Include auxiliary information including readings (in PDF or Word files), CD’s, Websites (addresses), Video or Audio clips (web address or on CD’s), scripts, or accompanying manuals (i.e. video conferencing).
In class activities: How will this module be integrated into your course or class? This section should be different for each student, even if you are collaborating with another teacher. It may include discussion questions unique to your group, separate activities, or separate assignments.
Evaluation: Method and basis for evaluating achievement of module goals and objectives. These might include a grading rubric, module evaluation by students, and/or end of module assignment or exam.
Supporting documents: This includes websites, worksheets, or articles for teachers.
Some samples of previous modules are posted in the shared reference area and on the course website.
Another aspect of this project was the submission for feedback by both the instructor and peers and the negotiation of standards based on that feedback.
Thursday, June 25, 2009
Examples of multiple assessments: traditional course
As promised, below is an example of the assessments I used for a college course on Speech Presentation and Composition. The goal of the assessments is to let students have some choice to work on areas they may need help. As this is a required entry course for the major, I have students coming in with a wide range of skills. Some have very good oral presentation skills, some have very good speech writing skills, others have very good skills but inappropriate for professional communication, while others (many in fact) have public speaking anxiety, and a few have no public speaking skills or experience (especially those from inner city public schools). As a result, it is important for the students to work on those skills they feel they need.
There is a core of mandatory assignments I use for students to demonstrate their ability to prepare, write, and present speeches. Students that only hand in these mandatory assignments doing a good job demonstrating their abilities will pass, but not excell in the class. Students can bring up their grade by doing as many of the optional assignments up to 200 points. Students can off-set problems with mandatory assignments (often freezing on the first or second speech) with extra credit assignments.
Note that many of the mandatory assignments are used to assess student's understanding of the core concepts they need by the end of the course, while the optional assessments are more reflective and targeted towards an individual's own needs. The optional assignments use reflection for students to assess their own abilities and come up with their own plans on how to improve. It also allows students to practice skills they have learned in the mandatory assignments, especially if they had trouble with the mandatory assignments (e.g. audience analysis and audience impact analysis work sheets).
I find the assessment in this class works like a dialogue between the student and instructor. In addition, I provide my students with a number of formts to choose from to demonstrate their knowledge including blogs, YouTube, face to face interaction, and work sheets.
Assessment tools
Mandatory (Total Maximum Possible Points=775 Points)
(25 pts) Audience Analysis: Conduct an audience analysis for speech I using the worksheet attached at the end of this assignment handout (also available on WebCT). You should try to identify multiple audiences in the class for your hometown. This might be based on geographic locations (upstate/downstate, rural/urban, regions of New York state and out of stators), type of student (major/non-major, commuters/residents, older/younger students), or life-style (travelers/non-travelers, partiers/non-partiers, single/couple/family).
(25 pts) Audience Impact analysis for speech II. Students must fill out a worksheet (attached at the end of this handout and available on WebCT) analyzing the impact various speech points on the intended audiences.
Speeches (4 speeches, Speech evaluations for 5 students assigned by the teacher, written manuscript for Speech II, References for Speech III):
Speech I (50 pts): Your Hometown
Audience: Classmates Time: 5-7 minutes
Purpose: You want to inform you classmates about your hometown. You may include graphics (computer, posters, handouts). This is an informal speech.
Speech II (100 pts): Your Hometown
Audience: Professional Group interested in Hometown Time: 3 minutes
Purpose: You may decide which professional group you are delivering the speech to depending on your interests and town (i.e. investors, economic development group, town council, school board, press). You will be presenting on your hometown, but specific speech points and message will depend on your audience analysis. The speech will be a formal informative and persuasive speech and you must make sure that all the information in the speech manuscript is delivered accurately to the audience. You will not be allowed to use graphics or visuals as supporting information. Some of the information you will be presenting will be new, so you may have to persuade the audience to listen to you.
(25 pts) Typed copy of complete speech II (see above).
Speech III (150 pts): Persuasive Speech. Topic will be assigned randomly based on student suggestions.
Audience: Opponents of the topic Time: 3-5 minutes
Students will be asked to write down a persuasive speech topic. These topics may be modified depending on complexity of subject given the time constraints of the speech (i.e. only parts of complex issues may be used), the duplication of a topic, or the class position (choosing the contrary position of an issue upon which the entire class is in agreement, e.g. taxes should be lowered would be changed to taxes should not be lowered). Each student will randomly choose a topic. Students will also be given specific audiences that are opponents of the topic. The specifics of the speech should be based on the analysis of the history of the issue, the audience’s position, and the action expected from the audience.
References (25 pts) Make a list of at least 10 references that will be used to prepare speech III. The references should include at least one magazine, one reference book, an internet source, and a personal interview reference. Each reference should be listed using an approved citation method (APA, MLA, University of Chicago). After each citation you should note which side the reference supports and the purpose of the reference (inform, persuade, evoke).
Example: Research Question: Our school should use less group activities
Barker, V., Abrams, J., Tiyaamornwong, V., Seibold, D., Duggan, A., Park, H., & Sebastian, M. (2000). New contexts for relational communication in groups. Small Group Research, 31 (4) 470-503. For group activities: inform.
Mary Smith. Interview October 23, 2004. SUNY Communication major. Against group activities: evoke.
Note: Your text has citation styles in Appendix B
In addition to the 10 references, answer the following questions:
1. What are the (at least 2) positions?
2. How did the “debate” begin?
3. How has it been addressed in the past?
4. Has each side had equal voice?
5. What do the two sides agree on? Has this changed over time?
6. What do the two sides disagree on? Has this changed over time?
7. What have been some of proposed options to resolve this issue? (list at least one from each side)
This information will be used to help you prepare your speech.
Speech IV (200 pts): Final Speech
Audience: Choice of students appropriate to Speech Time: 7-10 minutes
Topic: The speech topic will be a pitch to a group for any topic you want. You will try to persuade the audience on an issue (change in policy, purchase a product, hire your company, vote for a candidate or piece of legislation).
Audience: You will need to identify the specific audiences based on your specific topic. However, it is assumed that each audience will include each of the following three groups:
1. Policy Makers: these could be CEO’s of companies, industry leaders, law-makers, regulators, government officials, social leaders
2. Mainstream listeners: this group has never really been involved with the issue directly. They may have some general ideas or opinions based on second-hand information (magazines, TV, public discussion). Most likely, these will be your secondary audience.
3. Those directly affected by your pitch: This group could be divided two ways: those that will be positively affected and those that will be negatively affected. Both of these groups may have a very powerful voice with the policy makers, or may have historically been ignored by the policy makers.
Format: You may choose whichever format you feel is appropriate for your subject and audiences. You may use graphics, posters, handouts, other people; you may inform, persuade or evoke; you may use any of the information organizational formats we have covered (cause and effect, problem solution, spatial, chronologic, hierarchical, comparative) and any of the reasoning (direct, indirect, causal, analogical).
The following questions might help you to focus on what needs to go into your speech: (Extra Credit, 10pts: type up the answers to the questions.)
1. What role have policy makers had in the past to establish the issue you would like to change? How might they be affected if they do implement the change? What assumptions have they made about the mainstream listeners and those affected by the change? How were those assumptions formed (what is the history of the change)?
2. What would the average person know about this issue? Where would they get their information from? How would that information bias (positive or negative) you proposal? How would you be able to use or overcome those biases? How will the change affect the average listener? Do you think they will understand the implications? How will that affect the way your speech is organized?
3. Have those that will be affected by your pitch ever had a voice in the policy making on this issue? Why or why not? How will that affect the way in which you approach the issue? What assumptions do they have about the issue? Why? If the impact is negative, how will you get them to accept it? What reasoning can you use? What type of supporting information? If the impact is positive, will this audience believe you based on past experience?
Speech Evaluations: There are 4 different evaluation sheets each speech (forms at the end of this handout). For each speech, students will be assigned 5 students to evaluate. These evaluation sheets will need to be filled out, handed into the teacher for grading (5 pts each for the first speech, 10 pts each for the following 3 speeches), then given to the speaker as feedback. Please review the syllabus for course conduct expectations when giving feedback.
Additional Assignments (Maximum possible points=325)
Students can submit as many assignments as they want earning up to 200 points in total. For example, students can submit all the assignments, receiving credit for 207 points out of 325. Only 200 points will count toward their final grade.
Speech evaluation
Students need to present a typed :
(25 pts) Speech Analysis. Review the speech by Christopher deCharms, Looking inside the brain in real time (http://www.ted.com/index.php/talks/christopher_decharms_scans_the_brain_in_real_time.html) and answer the following questions:
• What is the general purpose of the speech? What is the specific purpose of the speech?
• What are some of the non-verbal communication cues he uses to make his point(s)? What obstacles does he need to overcome in giving his speech? How effective is he in overcoming those obstacles? Why or why not? How does he establish credibility? How does he interact with the audience?
• What type of introduction does he use? What type of conclusion? Are they effective? Why or why not? What assumptions does he make about the audience? How does that effect his speech?
• What does he do well in the speech? If you were to give him suggestions for improvement, what would they be?
(25 pts each) Randy Pausch (Last Lecture: Achieving Your Dreams) http://www.youtube.com/user/carnegiemellonu and Barack Obama’s (Jan. 10, 2009) http://www.americanrhetoric.com/speeches/barackobama/barackobamaweeklytransition10.htm speeches (each will be graded separately).
Questions:
• What is the general purpose of the speech? What is the specific purpose of the speech? List at least 3 speech points the speaker makes. What supporting information does the speaker use to make the point? What type of reasoning (ethos, pathos, or logos) does the speaker use? How does the speaker arrange the supporting information? What style of speech does the speaker use? Why? How does the speaker interact with the audience? How does the speaker establish creditability? What assumptions does the speaker make about the audience? How does that affect the type of speech chosen? How does it affect audience interaction? What does the speaker want the audience to do? How do you know this?
• Compare the written speech to the audio/video. How does the speaker use his/her voice the alter the speech? What are the differences between how the speech can be interpreted when reading it and when listening to it? Why?
(50 pts) Video, podcast, or CD of Speech II. Students may prepare a Video, podcast, or CD of Speech II. They will then do a self-analysis of their speech, identifying speech points, organization of ideas, and effectiveness of the speech given their identified audience. They are expected to make suggestions based on their review of the tape. This should be a 1-2 page (double spaced) analysis.
(25 pts) Audience Impact Analysis: Conduct an audience impact analysis for speech III-IV using the worksheet attached at the end of this handout.
(75 pts) A self-analysis blog in which students will analyze each of their first three speeches after reviewing student and professor feedback. Students need to set up a blog, or use their own separate blog space and give me the URL address. The blog will include four separate entries: Speech I, Speech II, Speech III, and What I have learned. Each entry should include a description of preparation of the speech, including assumptions made about the audience, analysis of speaker’s perception of the speech, analysis of teacher and student feedback, similarities and differences in perceptions between each group, outline of how this will impact the speaker’s next speech (i.e. changes in style, assumptions, and/or preparation). The last module should include your analysis of how you have improved, what areas you still need to work on, and how your analysis of others speakers have changed due to class assignments.
(25 pts) Students may attend or watch a formal speech (i.e. on campus speaker or presidential campaign speeches) and answer the following questions:
• What is the speaker’s position? How do you know that? What type of reasoning does the speaker use? What type of supporting information? Is the support relevant? Reliable? Representative? What bias does the speaker have? Is this implicit or explicit?
• How does the speaker motivate the listener? What type of appeal does the speaker use? Does this appeal work for you? Why or why not? Is the appeal appropriate for the audience? Why or why not? Is the appeal appropriate for the message? Why or why not?
• What credentials does the speaker have? How does the speaker establish credibility? How does the speaker establish rapport with the audience? How affective is the speaker in establishing creditability and rapport?
• What does the speaker want the listener to do? Is this explicit or implicit? Does the speaker have an ethical or moral stance? How do you know? If you had to make suggestions in improving this speech, what would they be? What was affective about this speech?
(50 pts) Diversity interview. Step I:
Imagine that you want to find a pen pal on the internet. Write a description of yourself in 30 words or less in the space below:
Step II
Locate someone outside of the class to interview that does not match the characteristics you used to describe yourself in step I.
Before interviewing them, reflect on the following questions:
What is your culture? Which groups do you identify with? How does that affect your communication? How does this affect who you speak to and how?
What assumptions do you make about the other person’s culture?
What assumptions do you make about the other person based on their culture?
Step III
Find out the following information in your interview:
What are the perceived similarities between the two cultures?
What are the perceived differences?
How can you tell the difference between a personal belief and a group’s belief?
What is the best way to find out about the culture?
What is the most unfamiliar part of your culture to the person being interviewed? (What do they have trouble understanding about your culture?)
What is the best part of your culture according to the person being interviewed? Why?
Can they give an example of conflict between your culture and their culture? How do they handle that situation?
Step IV
After you have interviewed this person, I want you to reflect on the following questions:
How did your assumptions affect your interview?
Were you able to learn anything new about that person?
What (if anything) surprised you about their answers?
How could this information help you in composing speeches for diverse audiences? Audiences of a different culture than your own?
(25 pts) Speech IV References: Identify 10 sources as you did for Module 3. In addition to identifying the position of the author and the reason for the resource (inform, evoke, or persuade), identify which groups the author(s) would represent and their position on change. As in Module 4, write a brief summary of the history of the issue, the various positions, how the policy or issue was originally established, and who has had a voice in the process?
Extra Credit (Maximum Total Points=60)
Students can submit as many extra credit assignments as they want earning up to 40 extra credit points.
(10 pts each) Self Evaluation. Students will fill out an evaluation sheet for their own speech.
(10 pts) Speech IV typed focus questions. Type up the answers to the questions.
1. What role have policy makers had in the past to establish the issue you would like to change? How might they be affected if they do implement the change? What assumptions have they made about the mainstream listeners and those affected by the change? How were those assumptions formed (what is the history of the change)?
2. What would the average person know about this issue? Where would they get their information from? How would that information bias (positive or negative) you proposal? How would you be able to use or overcome those biases? How will the change affect the average listener? Do you think they will understand the implications? How will that affect the way your speech is organized?
3. Have those that will be affected by the change ever had a voice in the policy making on this issue? Why or why not? How will that affect the way in which you approach the issue? What assumptions do they have about the issue? Why? If the impact is negative, how will you get them to accept it? What reasoning can you use? What type of supporting information? If the impact is positive, will this audience believe you based on past experience?
(10 pts) Visuals. Review your evaluations from Speech III and the visuals. Type up the answers to the following questions:
1. How did the visuals contribute and/or hinder your presentation? Your message? Audience reaction?
2. How would you change your visuals to improve your presentation?
3. What rules could you develop for creating effective visuals for your presentations?
There is a core of mandatory assignments I use for students to demonstrate their ability to prepare, write, and present speeches. Students that only hand in these mandatory assignments doing a good job demonstrating their abilities will pass, but not excell in the class. Students can bring up their grade by doing as many of the optional assignments up to 200 points. Students can off-set problems with mandatory assignments (often freezing on the first or second speech) with extra credit assignments.
Note that many of the mandatory assignments are used to assess student's understanding of the core concepts they need by the end of the course, while the optional assessments are more reflective and targeted towards an individual's own needs. The optional assignments use reflection for students to assess their own abilities and come up with their own plans on how to improve. It also allows students to practice skills they have learned in the mandatory assignments, especially if they had trouble with the mandatory assignments (e.g. audience analysis and audience impact analysis work sheets).
I find the assessment in this class works like a dialogue between the student and instructor. In addition, I provide my students with a number of formts to choose from to demonstrate their knowledge including blogs, YouTube, face to face interaction, and work sheets.
Assessment tools
Mandatory (Total Maximum Possible Points=775 Points)
(25 pts) Audience Analysis: Conduct an audience analysis for speech I using the worksheet attached at the end of this assignment handout (also available on WebCT). You should try to identify multiple audiences in the class for your hometown. This might be based on geographic locations (upstate/downstate, rural/urban, regions of New York state and out of stators), type of student (major/non-major, commuters/residents, older/younger students), or life-style (travelers/non-travelers, partiers/non-partiers, single/couple/family).
(25 pts) Audience Impact analysis for speech II. Students must fill out a worksheet (attached at the end of this handout and available on WebCT) analyzing the impact various speech points on the intended audiences.
Speeches (4 speeches, Speech evaluations for 5 students assigned by the teacher, written manuscript for Speech II, References for Speech III):
Speech I (50 pts): Your Hometown
Audience: Classmates Time: 5-7 minutes
Purpose: You want to inform you classmates about your hometown. You may include graphics (computer, posters, handouts). This is an informal speech.
Speech II (100 pts): Your Hometown
Audience: Professional Group interested in Hometown Time: 3 minutes
Purpose: You may decide which professional group you are delivering the speech to depending on your interests and town (i.e. investors, economic development group, town council, school board, press). You will be presenting on your hometown, but specific speech points and message will depend on your audience analysis. The speech will be a formal informative and persuasive speech and you must make sure that all the information in the speech manuscript is delivered accurately to the audience. You will not be allowed to use graphics or visuals as supporting information. Some of the information you will be presenting will be new, so you may have to persuade the audience to listen to you.
(25 pts) Typed copy of complete speech II (see above).
Speech III (150 pts): Persuasive Speech. Topic will be assigned randomly based on student suggestions.
Audience: Opponents of the topic Time: 3-5 minutes
Students will be asked to write down a persuasive speech topic. These topics may be modified depending on complexity of subject given the time constraints of the speech (i.e. only parts of complex issues may be used), the duplication of a topic, or the class position (choosing the contrary position of an issue upon which the entire class is in agreement, e.g. taxes should be lowered would be changed to taxes should not be lowered). Each student will randomly choose a topic. Students will also be given specific audiences that are opponents of the topic. The specifics of the speech should be based on the analysis of the history of the issue, the audience’s position, and the action expected from the audience.
References (25 pts) Make a list of at least 10 references that will be used to prepare speech III. The references should include at least one magazine, one reference book, an internet source, and a personal interview reference. Each reference should be listed using an approved citation method (APA, MLA, University of Chicago). After each citation you should note which side the reference supports and the purpose of the reference (inform, persuade, evoke).
Example: Research Question: Our school should use less group activities
Barker, V., Abrams, J., Tiyaamornwong, V., Seibold, D., Duggan, A., Park, H., & Sebastian, M. (2000). New contexts for relational communication in groups. Small Group Research, 31 (4) 470-503. For group activities: inform.
Mary Smith. Interview October 23, 2004. SUNY Communication major. Against group activities: evoke.
Note: Your text has citation styles in Appendix B
In addition to the 10 references, answer the following questions:
1. What are the (at least 2) positions?
2. How did the “debate” begin?
3. How has it been addressed in the past?
4. Has each side had equal voice?
5. What do the two sides agree on? Has this changed over time?
6. What do the two sides disagree on? Has this changed over time?
7. What have been some of proposed options to resolve this issue? (list at least one from each side)
This information will be used to help you prepare your speech.
Speech IV (200 pts): Final Speech
Audience: Choice of students appropriate to Speech Time: 7-10 minutes
Topic: The speech topic will be a pitch to a group for any topic you want. You will try to persuade the audience on an issue (change in policy, purchase a product, hire your company, vote for a candidate or piece of legislation).
Audience: You will need to identify the specific audiences based on your specific topic. However, it is assumed that each audience will include each of the following three groups:
1. Policy Makers: these could be CEO’s of companies, industry leaders, law-makers, regulators, government officials, social leaders
2. Mainstream listeners: this group has never really been involved with the issue directly. They may have some general ideas or opinions based on second-hand information (magazines, TV, public discussion). Most likely, these will be your secondary audience.
3. Those directly affected by your pitch: This group could be divided two ways: those that will be positively affected and those that will be negatively affected. Both of these groups may have a very powerful voice with the policy makers, or may have historically been ignored by the policy makers.
Format: You may choose whichever format you feel is appropriate for your subject and audiences. You may use graphics, posters, handouts, other people; you may inform, persuade or evoke; you may use any of the information organizational formats we have covered (cause and effect, problem solution, spatial, chronologic, hierarchical, comparative) and any of the reasoning (direct, indirect, causal, analogical).
The following questions might help you to focus on what needs to go into your speech: (Extra Credit, 10pts: type up the answers to the questions.)
1. What role have policy makers had in the past to establish the issue you would like to change? How might they be affected if they do implement the change? What assumptions have they made about the mainstream listeners and those affected by the change? How were those assumptions formed (what is the history of the change)?
2. What would the average person know about this issue? Where would they get their information from? How would that information bias (positive or negative) you proposal? How would you be able to use or overcome those biases? How will the change affect the average listener? Do you think they will understand the implications? How will that affect the way your speech is organized?
3. Have those that will be affected by your pitch ever had a voice in the policy making on this issue? Why or why not? How will that affect the way in which you approach the issue? What assumptions do they have about the issue? Why? If the impact is negative, how will you get them to accept it? What reasoning can you use? What type of supporting information? If the impact is positive, will this audience believe you based on past experience?
Speech Evaluations: There are 4 different evaluation sheets each speech (forms at the end of this handout). For each speech, students will be assigned 5 students to evaluate. These evaluation sheets will need to be filled out, handed into the teacher for grading (5 pts each for the first speech, 10 pts each for the following 3 speeches), then given to the speaker as feedback. Please review the syllabus for course conduct expectations when giving feedback.
Additional Assignments (Maximum possible points=325)
Students can submit as many assignments as they want earning up to 200 points in total. For example, students can submit all the assignments, receiving credit for 207 points out of 325. Only 200 points will count toward their final grade.
Speech evaluation
Students need to present a typed :
(25 pts) Speech Analysis. Review the speech by Christopher deCharms, Looking inside the brain in real time (http://www.ted.com/index.php/talks/christopher_decharms_scans_the_brain_in_real_time.html) and answer the following questions:
• What is the general purpose of the speech? What is the specific purpose of the speech?
• What are some of the non-verbal communication cues he uses to make his point(s)? What obstacles does he need to overcome in giving his speech? How effective is he in overcoming those obstacles? Why or why not? How does he establish credibility? How does he interact with the audience?
• What type of introduction does he use? What type of conclusion? Are they effective? Why or why not? What assumptions does he make about the audience? How does that effect his speech?
• What does he do well in the speech? If you were to give him suggestions for improvement, what would they be?
(25 pts each) Randy Pausch (Last Lecture: Achieving Your Dreams) http://www.youtube.com/user/carnegiemellonu and Barack Obama’s (Jan. 10, 2009) http://www.americanrhetoric.com/speeches/barackobama/barackobamaweeklytransition10.htm speeches (each will be graded separately).
Questions:
• What is the general purpose of the speech? What is the specific purpose of the speech? List at least 3 speech points the speaker makes. What supporting information does the speaker use to make the point? What type of reasoning (ethos, pathos, or logos) does the speaker use? How does the speaker arrange the supporting information? What style of speech does the speaker use? Why? How does the speaker interact with the audience? How does the speaker establish creditability? What assumptions does the speaker make about the audience? How does that affect the type of speech chosen? How does it affect audience interaction? What does the speaker want the audience to do? How do you know this?
• Compare the written speech to the audio/video. How does the speaker use his/her voice the alter the speech? What are the differences between how the speech can be interpreted when reading it and when listening to it? Why?
(50 pts) Video, podcast, or CD of Speech II. Students may prepare a Video, podcast, or CD of Speech II. They will then do a self-analysis of their speech, identifying speech points, organization of ideas, and effectiveness of the speech given their identified audience. They are expected to make suggestions based on their review of the tape. This should be a 1-2 page (double spaced) analysis.
(25 pts) Audience Impact Analysis: Conduct an audience impact analysis for speech III-IV using the worksheet attached at the end of this handout.
(75 pts) A self-analysis blog in which students will analyze each of their first three speeches after reviewing student and professor feedback. Students need to set up a blog, or use their own separate blog space and give me the URL address. The blog will include four separate entries: Speech I, Speech II, Speech III, and What I have learned. Each entry should include a description of preparation of the speech, including assumptions made about the audience, analysis of speaker’s perception of the speech, analysis of teacher and student feedback, similarities and differences in perceptions between each group, outline of how this will impact the speaker’s next speech (i.e. changes in style, assumptions, and/or preparation). The last module should include your analysis of how you have improved, what areas you still need to work on, and how your analysis of others speakers have changed due to class assignments.
(25 pts) Students may attend or watch a formal speech (i.e. on campus speaker or presidential campaign speeches) and answer the following questions:
• What is the speaker’s position? How do you know that? What type of reasoning does the speaker use? What type of supporting information? Is the support relevant? Reliable? Representative? What bias does the speaker have? Is this implicit or explicit?
• How does the speaker motivate the listener? What type of appeal does the speaker use? Does this appeal work for you? Why or why not? Is the appeal appropriate for the audience? Why or why not? Is the appeal appropriate for the message? Why or why not?
• What credentials does the speaker have? How does the speaker establish credibility? How does the speaker establish rapport with the audience? How affective is the speaker in establishing creditability and rapport?
• What does the speaker want the listener to do? Is this explicit or implicit? Does the speaker have an ethical or moral stance? How do you know? If you had to make suggestions in improving this speech, what would they be? What was affective about this speech?
(50 pts) Diversity interview. Step I:
Imagine that you want to find a pen pal on the internet. Write a description of yourself in 30 words or less in the space below:
Step II
Locate someone outside of the class to interview that does not match the characteristics you used to describe yourself in step I.
Before interviewing them, reflect on the following questions:
What is your culture? Which groups do you identify with? How does that affect your communication? How does this affect who you speak to and how?
What assumptions do you make about the other person’s culture?
What assumptions do you make about the other person based on their culture?
Step III
Find out the following information in your interview:
What are the perceived similarities between the two cultures?
What are the perceived differences?
How can you tell the difference between a personal belief and a group’s belief?
What is the best way to find out about the culture?
What is the most unfamiliar part of your culture to the person being interviewed? (What do they have trouble understanding about your culture?)
What is the best part of your culture according to the person being interviewed? Why?
Can they give an example of conflict between your culture and their culture? How do they handle that situation?
Step IV
After you have interviewed this person, I want you to reflect on the following questions:
How did your assumptions affect your interview?
Were you able to learn anything new about that person?
What (if anything) surprised you about their answers?
How could this information help you in composing speeches for diverse audiences? Audiences of a different culture than your own?
(25 pts) Speech IV References: Identify 10 sources as you did for Module 3. In addition to identifying the position of the author and the reason for the resource (inform, evoke, or persuade), identify which groups the author(s) would represent and their position on change. As in Module 4, write a brief summary of the history of the issue, the various positions, how the policy or issue was originally established, and who has had a voice in the process?
Extra Credit (Maximum Total Points=60)
Students can submit as many extra credit assignments as they want earning up to 40 extra credit points.
(10 pts each) Self Evaluation. Students will fill out an evaluation sheet for their own speech.
(10 pts) Speech IV typed focus questions. Type up the answers to the questions.
1. What role have policy makers had in the past to establish the issue you would like to change? How might they be affected if they do implement the change? What assumptions have they made about the mainstream listeners and those affected by the change? How were those assumptions formed (what is the history of the change)?
2. What would the average person know about this issue? Where would they get their information from? How would that information bias (positive or negative) you proposal? How would you be able to use or overcome those biases? How will the change affect the average listener? Do you think they will understand the implications? How will that affect the way your speech is organized?
3. Have those that will be affected by the change ever had a voice in the policy making on this issue? Why or why not? How will that affect the way in which you approach the issue? What assumptions do they have about the issue? Why? If the impact is negative, how will you get them to accept it? What reasoning can you use? What type of supporting information? If the impact is positive, will this audience believe you based on past experience?
(10 pts) Visuals. Review your evaluations from Speech III and the visuals. Type up the answers to the following questions:
1. How did the visuals contribute and/or hinder your presentation? Your message? Audience reaction?
2. How would you change your visuals to improve your presentation?
3. What rules could you develop for creating effective visuals for your presentations?
Wednesday, June 3, 2009
Creating standards and assessing learning
Results of the New York State Math test, a standardized test given to children in grades 3-8 (8-14 year olds), was announced yesterday. What was amazing was the analysis of what these test scores meant and why students in the NY City area had done so well. Theories included that the test was too predictable to the fact that New York City schools were now under control of the Mayor. Surprisingly, the fact that a new formula to calculate state aid and greater investment into urban schools was never mentioned! This despite the fact that grades increased in all urban areas.
What this demonstrates is that it is difficult to assess learning solely on the basis of a standardized test results. Even more important, there was no analysis of what standards students were meeting and the impact that would have on higher ed and workplace readiness. Instead, Merryll Tisch, chanceler of the New York State Board of Regents announced that perhaps the passing score should be raised.
What do standardized assessments really measure?
A standardized test if designed correctly, measures the retrieval of information set out by the curriculum. In some cases, it may measure performance of a standard (i.e. the lab section of the NY state science test). However, often it measures the knowledge of processes rather than a level of understanding in performing a task.
For a standardized test to be successful, it should:
1) Be aligned with the stated standards
2) Have some sort of mechanism to ensure consistent evaluation and grading
3) Ignore other learning or knowledge that has not been defined in the standards
Standardized tests do not always have to be an objective test. For example, the GRE has a critical writing component in which evaluators are trained and each written answer is evaluated by 3 different people to ensure consistency in grading.
Standardized tests therefore do not grade a student's learning, but rather if they are familiar with the intended material, content, or curriculum the standards reflect. They also do not measure if the standards will prepare a student for college or the workplace if the standards do not reflect the skills needed. (See the related article on the White House push to improve curriculum to prepare students for the 21st Century).
Finally, I would think that the goal of assessment would be to have a high maintained level of passing as it demonstrates that more and more students are achieving the stated standards. However, from Chancellor Tisch's comments it would appear that either the standards are inadequate (which is why students need remedial classes) or it is being used to rate students, excluding a certain % (which is why the passing score would be raised). Standards should be changed if they no longer are aligned with the needs of the learning outcomes, not because "too many passed the test."
Choosing a better way to assess
It seems that there is a disconnect between
1) learning standards and learning outcome needs
2) what is methods of measuring learning and instructional design
3) knowledge and application of that knowledge in multiple contexts
4) having content and understanding the content
The first step in any instructional design should be to establish learning goals and develop measures to assess learning outcomes. In developing these learning goals, it is not enough to identify what someone should "know" or be "familiar with" unless these are aligned with how learning will be used.
For example, training for new regulations in the insurance industry can use standards such as "know" or "be familiar with" because it is knowledge of the regulations that is important to regulatory agencies.
However, training for FERMA personnel in procedures for first responders for a natural disaster will need to have an understanding of the context and environments in which they will be working. In addition, there is a level of tacit knowledge which will need to be used (they need to know the practice of disaster relief, not just the process).
A good example of melding these two types of assessment can be found in the driver's test. The first stage, getting the learner's permit, requires a written test about the laws required for driving. The road test, taken after practical training, looks at a driver's ability to assess the driving conditions, react to changes in the driving environment, and showing judgment in using certain driving skills based on environmental conditions. A student who is driving too closely so that they need to slam on their breaks when someone in front makes a quick stop is assessed differently than someone that slams on their breaks when ever they are startled. Both are slamming on the breaks, but in the second case, when there is no environmental reason, there would be a perception of less driving skill and knowledge.
What this demonstrates is that it is difficult to assess learning solely on the basis of a standardized test results. Even more important, there was no analysis of what standards students were meeting and the impact that would have on higher ed and workplace readiness. Instead, Merryll Tisch, chanceler of the New York State Board of Regents announced that perhaps the passing score should be raised.
What do standardized assessments really measure?
A standardized test if designed correctly, measures the retrieval of information set out by the curriculum. In some cases, it may measure performance of a standard (i.e. the lab section of the NY state science test). However, often it measures the knowledge of processes rather than a level of understanding in performing a task.
For a standardized test to be successful, it should:
1) Be aligned with the stated standards
2) Have some sort of mechanism to ensure consistent evaluation and grading
3) Ignore other learning or knowledge that has not been defined in the standards
Standardized tests do not always have to be an objective test. For example, the GRE has a critical writing component in which evaluators are trained and each written answer is evaluated by 3 different people to ensure consistency in grading.
Standardized tests therefore do not grade a student's learning, but rather if they are familiar with the intended material, content, or curriculum the standards reflect. They also do not measure if the standards will prepare a student for college or the workplace if the standards do not reflect the skills needed. (See the related article on the White House push to improve curriculum to prepare students for the 21st Century).
Finally, I would think that the goal of assessment would be to have a high maintained level of passing as it demonstrates that more and more students are achieving the stated standards. However, from Chancellor Tisch's comments it would appear that either the standards are inadequate (which is why students need remedial classes) or it is being used to rate students, excluding a certain % (which is why the passing score would be raised). Standards should be changed if they no longer are aligned with the needs of the learning outcomes, not because "too many passed the test."
Choosing a better way to assess
It seems that there is a disconnect between
1) learning standards and learning outcome needs
2) what is methods of measuring learning and instructional design
3) knowledge and application of that knowledge in multiple contexts
4) having content and understanding the content
The first step in any instructional design should be to establish learning goals and develop measures to assess learning outcomes. In developing these learning goals, it is not enough to identify what someone should "know" or be "familiar with" unless these are aligned with how learning will be used.
For example, training for new regulations in the insurance industry can use standards such as "know" or "be familiar with" because it is knowledge of the regulations that is important to regulatory agencies.
However, training for FERMA personnel in procedures for first responders for a natural disaster will need to have an understanding of the context and environments in which they will be working. In addition, there is a level of tacit knowledge which will need to be used (they need to know the practice of disaster relief, not just the process).
A good example of melding these two types of assessment can be found in the driver's test. The first stage, getting the learner's permit, requires a written test about the laws required for driving. The road test, taken after practical training, looks at a driver's ability to assess the driving conditions, react to changes in the driving environment, and showing judgment in using certain driving skills based on environmental conditions. A student who is driving too closely so that they need to slam on their breaks when someone in front makes a quick stop is assessed differently than someone that slams on their breaks when ever they are startled. Both are slamming on the breaks, but in the second case, when there is no environmental reason, there would be a perception of less driving skill and knowledge.
Wednesday, April 29, 2009
A new way to conceptualize teaching for the 21st Century?
Ken Allen and I have had an interesting conversation going on his blog. He has a great post about what we need to do in the 21st century to teach technology skills, which was pretty much what we should have been doing in the last century. Namely, students need to understand the "concept" of technologies, they need training (what I would call mentoring as he uses the cognitive apprenticeship model as a basis for the post), and practice. He contends (and I agree) that most instruction today focuses on the training, leaving out the concepts and the practice.
My last comment was:
In fact, I think this is true of all teaching. We focus on the "training" so that students will pass the assessments, but gloss over the concepts so students don't understand why they are doing what they are doing, and don't give them enough practice in multiple contexts to allow them to gain a deep understanding and familiarity with what they have learned. In the last case, especially, students need to formulate the boundaries of new concepts.
My last comment was:
My point was that by just teaching the "skills" of a technology we aren't teaching the students to learn the "affordances" of a technology.
In my experience, students come to new things initially with creativity. Facebook and myspace became what they were because users could use it in any way that met their needs. This is happening with twitter. When we "teach" a technology, however, we tend to destroy thMis creativity because we say "use this technology this way." Often my kids will say to me, "You can't do that with X technology. We were taught you have to do it THIS way."
We need to have a new approach where students are taught the concepts of how any technology can be applied (i.e. for computing, for communication, for editing, for visualization, etc...) then allow them to practice those concepts using a wide variety of technologies. To do this, the instructor needs to change his or her mind set from "teaching the technology" or teaching "technology skills" to a deeper level of analysis.
In fact, I think this is true of all teaching. We focus on the "training" so that students will pass the assessments, but gloss over the concepts so students don't understand why they are doing what they are doing, and don't give them enough practice in multiple contexts to allow them to gain a deep understanding and familiarity with what they have learned. In the last case, especially, students need to formulate the boundaries of new concepts.
Wednesday, April 9, 2008
How to assess learning in different contexts
One problem that I see in the transition from school to the workplace is the question of assessment. My students complain when they don't agree with my grading, asking "how they lost points." How does this translate into the workplace? How often have we had performance reviews that we might not agree with? How much negotiation then goes into the final review? How does this translate into "action"? What is the accountability of the managers (rather than the individual). I think you won't be seeing a comparable move towards manager accountability that you now see in schools (it now has infiltrated universities so now professors are accountable for student learning rather than the "adult" students). So what will that mean for the transition to the workplace?
Already, we begin to see businesses complaining that new graduates do not take initiative, do not have critical thinking skills, and have a poor work ethic. However, teachers and schools are not entirely to blame for this. The curriculum is developed with many stakeholders in mind (including those business leaders demanding more accountability). Even within corporate training, the model of discreet testing (pre-test, post-test) is being used to measure the effectiveness of a program. Hasn't the corporate world learned in using surveys for marketing research that it is not what a person puts on a piece of paper but what their behavior is? Coca-cola learned that in the 1980's. They use the same complex models when analyzing training outcomes.
Already, we begin to see businesses complaining that new graduates do not take initiative, do not have critical thinking skills, and have a poor work ethic. However, teachers and schools are not entirely to blame for this. The curriculum is developed with many stakeholders in mind (including those business leaders demanding more accountability). Even within corporate training, the model of discreet testing (pre-test, post-test) is being used to measure the effectiveness of a program. Hasn't the corporate world learned in using surveys for marketing research that it is not what a person puts on a piece of paper but what their behavior is? Coca-cola learned that in the 1980's. They use the same complex models when analyzing training outcomes.
Tuesday, February 26, 2008
Are we doing our students a disservice
This week has been one of frustration for my teaching. I have three classes, all of which are using technology. I am finding that my students post and expect immediate response. This can be very demanding, as I have a family, snow days, my dissertation, and other outside pressures to contend with. I feel that my immediate response to them is training them to expect immediate responses.
Our Students Expectations
I believe that this is a generational problem that perhaps in 20 years will not be as important. Our current students are used to IMing, not having to wait for information. If they do not get the response they want, they simply move on to the next thing. Many of my generation (late babyboomers) look at this as impatience and rudeness. However, for those that have grown up using technology, this is a normal way to communicate.
So how do we prepare them for the intergenerational workforce? By accommodating to their form of communication, are we adequately preparing them for life after school? And will they be able to conform and learn how to fit into the communication styles of the generation to follow them?
Teaching them to be Life Long Learners
Related to this is a problem I saw when reviewing the course feedback. In comments about my course, students complained about having to do readings, projects, and even coming to class. Many of them perceive education as a means to find out information that they then will need to have to pass a test. They have very little understanding (or patience) in learning how to learn. They do not see this as necessary. I think they feel that if they have a set of facts and figures for a specific profession, this is all the learning they will need for the rest of their life.
So how do we prepare them for the rigors that the new organization will require? Is this why there is a perception that our students are ill-equipped as they enter the business world? By allowing them to fill out simple course and instructor evaluations in which they identify their preferences, are we really finding out how effective an instructor or course was in preparing them for their chosen profession? Or is this a tool that can be used not to evaluate the instructor, but rather to determine the need gap between student expectations and instructor delivery? And how do we close that gap, once we have identified it? And what about the larger gap between what a student wants and what employers expect?
Our Students Expectations
I believe that this is a generational problem that perhaps in 20 years will not be as important. Our current students are used to IMing, not having to wait for information. If they do not get the response they want, they simply move on to the next thing. Many of my generation (late babyboomers) look at this as impatience and rudeness. However, for those that have grown up using technology, this is a normal way to communicate.
So how do we prepare them for the intergenerational workforce? By accommodating to their form of communication, are we adequately preparing them for life after school? And will they be able to conform and learn how to fit into the communication styles of the generation to follow them?
Teaching them to be Life Long Learners
Related to this is a problem I saw when reviewing the course feedback. In comments about my course, students complained about having to do readings, projects, and even coming to class. Many of them perceive education as a means to find out information that they then will need to have to pass a test. They have very little understanding (or patience) in learning how to learn. They do not see this as necessary. I think they feel that if they have a set of facts and figures for a specific profession, this is all the learning they will need for the rest of their life.
So how do we prepare them for the rigors that the new organization will require? Is this why there is a perception that our students are ill-equipped as they enter the business world? By allowing them to fill out simple course and instructor evaluations in which they identify their preferences, are we really finding out how effective an instructor or course was in preparing them for their chosen profession? Or is this a tool that can be used not to evaluate the instructor, but rather to determine the need gap between student expectations and instructor delivery? And how do we close that gap, once we have identified it? And what about the larger gap between what a student wants and what employers expect?
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