Le nouveau classement international des établissements d’enseignement supérieur établi par l’Ecole des Mines de Paris est pour le moins surprenant. Il est présenté comme un contre-classement de celui dit de Shanghaï, qui fait désormais réfé
When planning a programme it is important to consider how staff and students experience the delivery of that programme and its assessment. Core to this process are the dates when assessments are set and subsequently handed in – students do not want to have a bunching of coursework and staff need to manage their workload! The Programme Mapper does both. It will graphically display all the hand-in dates for each course within a programme and display, in real time, the effect of any changes you make.
Since the release of the Information Literacy Competency Standards for Higher Education,1 academic libraries have implemented a wide range of initiatives and programs. Formats range from traditional library instruction that integrates information literacy concepts in “one shot” sessions to credit-bearing courses that are librarian led and offer course or discipline specific instruction. Delivery modes also range from face-to-face to online instruction. Increasingly, student assessment and indicators related to program impact have become the focus of ongoing discussions. Guidelines such as the Association of College and Research Libraries (ACRL) Standards for Libraries in Higher Education,2 Guidelines for Instruction Programs in Academic Libraries3 and The Value of Academic Libraries: A Comprehensive Research Review and Report4 offer direction related to student assessment and defining program impacts. These documents also reflect a recognition that information literacy and library instruction programs are varied in response to institutional needs
In the technological world of the Twenty-first Century, students must be information literate. They must have the skills to access, evaluate, and utilize information needed in their undergraduate experience and in their future endeavors. It is important for Geography majors to acquire these skills as part of their undergraduate education. At one institution of higher learning, information literacy learning is embedded in the Geography curriculum. An online instrument to assess information literacy skills is used to evaluate seniors. In this article, goals for information literacy, the creation of the information literacy assessment instrument and the results of assessment testing are discussed.
Dr. Marzano, a nationally known educational researcher and developer of the Marzano Teacher Evaluation Model and the Marzano School Leadership Evaluation Model, discusses how districts may use teacher evaluation models as primarily either measurement systems –which provide a static picture of a teacher’s performance at a given point; or as growth systems—which track improvements in teacher pedagogy over time. - See more at: http://www.marzanoevaluation.com/news/teacher-evaluation-whats-fair-whats-effective/#sthash.KaHjK1uL.dpuf
This video looks at improving assessments so they don’t just measure learning but help create learning. It had some great examples of where folks go wrong and focuses on higher education where I preside. I enjoyed how it outlined better steps to lead to learning. Thinking about incorporating peer feedback as well as the need for good rubrics played in well to the greater themes.
D. Smith, and C. Zilles. Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 1, page 171–177. New York, NY, USA, Association for Computing Machinery, (Jul 3, 2024)
J. Savelka, A. Agarwal, M. An, C. Bogart, and M. Sakr. Proceedings of the 2023 ACM Conference on International Computing Education Research - Volume 1, volume 1 of ICER '23, page 78–92. New York, NY, USA, Association for Computing Machinery, (Sep 10, 2023)