One study conducted a performance assessment of students who participated in classrooms funded by the Challenge 2000 Multimedia Project, a multimedia-supported project-based learning model, finding that they demonstrated greater mastery of content, more sensitivity to their audience...
A meta-analysis of 21 studies concluded that using assessment rubrics for formative learning can be effective for improving performance and self-regulation by increasing transparency, reducing anxiety, and encouraging reflection.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.
"Standing on the foundations of America's promise of equal opportunity, our universities purport to 'serve as engines of social mobility' and 'practitioners of democracy.' But as acclaimed scholar and pioneering civil rights advocate Lani Guinier argues, the...
You can view quiz statistics for quizzes that have been published and have at least one submission. You can also download comma separate value (CSV) files to view Student Analysis or Item Analysis for each quiz question.
The Harvard Initiative for Learning and Teaching (HILT) compiled some examples of assessments, techniques, and pedagogies for attendees of the 2015 Faculty Conference: Designing an assessment for learning.
In a study conducted at the University of British Columbia, Deslauriers and colleagues found that instruction of a large-enrollment physics class taught using the concept of “deliberate practice,” based in constructivism and formative assessment, resulted in increased student...
Logan McCarty, Director of Physical Sciences Education, and Louis Deslauriers, Director of Science Teaching and Learning, adopted an active pedagogy for a large introductory physics course and saw significant gains in student learning and attitudes. Assessment played a role every step of the way.
The benefits: By explicitly stating the course learning objectives and designing complementary in-class activities, they created effective feedback loops – the activities helped students assess their own understanding, and according to McCarty, “more importantly, the instructors got feedback on how students are learning.”
The challenges: Defining course learning objectives can “feel awkward. It feels artificial. And the value is not immediately apparent,” McCarty admitted. “But it is essential for creating effective assessments.”