Equity-Minded Assessment
Session Description
Using an equitable approach to teaching benefits all students. The focus will be on fostering an inclusive and equitable remote learning experience to mitigate the likely worsening equity gaps in higher education. The principles we are using are applicable to when we go back to in-person teaching, so the time you spend on these best practices will not be wasted!
Active learning and student engagement may look different online, but the remote teaching environment makes these techniques even more critical to having an equitable course. Learn about how faculty engage students online and determine which approaches are most appropriate in your course.
Session facilitated by: CEILS
Workshop Goals / Learning Objectives
Understand how and why assessments should be made more effective and equitable
Take a look at the list of alternatives recommended by cross-campus committees
Determine the importance of aligning your assessments with relevant student learning
Adapt assessments for your own course
Session Materials
Couldn't attend? Recording available.
Click the camera icon to the left.
Resources
(upcoming workshops)
(workshop resources will be shared here)
(for contacting folks you connect with)
Further Reading
This document provides basic guidance on how to protect privacy and data while addressing accessibility using Zoom and CCLE during remote working and teaching.
A quick guide on administering group exams.
A more detailed guide on two-stage (or group) exams, including how to implement the exam online.
This annotated bibliography of research articles on the case method (including problem-based learning) was begun under an NSF CCLI National Dissemination Grant awarded to Clyde F. Herreid, Mary A. Lundeberg, and Nancy A. Schiller. Research studies were identified, analyzed, and annotated by graduate students under the direction of Dr. Lundeberg at Michigan State University.
This rubric was developed for the Students as Scholars initiative at George Mason University and designed to evaluate the product of an undergraduate research or creative project.
An editorial in The Ecology Society of America: Frontiers in the Ecology and Environment about the need to re-evaluate one's assessment.