assessment
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Grade Inflation is a Symptom, not the Disease (Part 1): The Sorting and Supporting Functions of Education
Amid my ongoing series on the wicked problem of assessment, I am devoting several posts to the latest controversy (scandal? moral panic?) about “grade inflation” in higher ed.(Seriously, we are talking about podcast titles like “Has Harvard Gone Soft”?). This issue is obviously assessment-coded, but its sensitivity to current events merits its own subseries. Before Continue reading
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Assessment is a Wicked Problem (Part Four): Course Mapping is Misleading
Several years ago, I attended a six-session training offered by the teaching and learning center at my then university. I wanted to get certified for hybrid courses, meeting students in person once a week and having them work asynchronously the other day. Here is the text of a slide presented early in the training: Course Continue reading
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Assessment is a Wicked Problem (Part 1)
I have a love-hate relationship with the enterprise of learning assessment. By assessment, I mean both the formative, “checking in to see how someone is doing at a given moment” assessments and the summative, “this is how you did and what that says about what you learned” assessments that get recorded in gradebooks and eventually Continue reading
Teaching Inquiry 