assessment

Applying human-centered design processes to build successful teams


Beth AltringerBethanne Altringer, Senior Preceptor in Innovation and Design and Director of the Desirability Lab, uses personalized approaches to students’ learning in courses like The Innovator's Practice: Finding, Building and Leading Good Ideas with Others and Design Survivor: Experiential Lessons in Designing for Desirability, focusing on individual-level growth that leads to team effectiveness by grading both process and product.   

The benefits: Altringer’s research shows that “an important differentiator of success and failure is interpersonal relationships on teams.” Her targeted approach to building relational effectiveness creates longer-lasting impact than giving feedback to teams... Read more about Applying human-centered design processes to build successful teams

Nuanced assessments: More than the final grade

Howell Jackson

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.

The benefits: Jackson has experimented with multiple choice questions, most recently in Introduction to Securities Regulation, requiring students to select options such as “Clearly no” and “Probably yes” and then write short essays elaborating on a few of the questions they found particularly challenging or problematic.... Read more about Nuanced assessments: More than the final grade

What are Course Analytics? (Canvas)

Analytics evaluate individual components of a course and evaluate student performance. Course Analytics takes a three pronged approach to creating substantive data for Canvas users.

Examples of assessments, techniques, and pedagogies

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

Setting up effective feedback loops: The role of assessment in course transformation

McCarty and Deslauriers

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.”

Takeaways and best practices

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