A workbook for higher education instructors implementing Flipped Learning Design -- by Robert Talbert of Grand Valley State University
Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.
This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.
The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.
In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.
Learners solve two sample problems for a numerical reasoning assessment.
Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided.
Users read about how course competencies relate to program outcomes. They listen to the testimonies of three students who describe learning activities that prepared them for the world of work. In a matching exercise, learners distinguish between course competencies and program outcomes.
In this activity, faculty members answer questions about topics and information they learned during their online orientation. This game was designed for WisconsinÃƒÂ¢Ã¢â€šÂ¬Ã¢â€žÂ¢s Northcentral Technical College. It can be customized for other colleges and organizations.
Learners distinguish between competencies that are effective and robust, and those that are ineffective and weak. The learning object is designed for faculty who are writing or revising courses. It contains audio.