Our Own Skill Sets and Viewpoints Limit Students
It takes more than a bit of courage to step outside our own little boxes of comfort and knowledge and open up to the possibilities of other ways of doing things. We get into habits that make life quicker and easier, but not necessarily better, especially where personal growth is concerned. Knowing our own limitations is the first step in opening ourselves to what the students have to teach us. So how do you resist the urge to take shortcuts in the assessment process?
I would suggest that part of the answer is that we need to take sufficient time to clear define the various goals and ensure that the students understand what we are looking for. In some instances, such a financial or accounting problem, a very specific and precise response may be appropriate. But in other areas that necessitate collaboration or hypothesizing root causes, creativity and innovation can produce gains that had not been previously recognized. If the instructor communicates to the students so that they understand that process, collaboration, and application of known data are also valued, it provides assessment opportunities that are rewarding to all parties involved, including the faculty.
Luke,
Good points! The notion of the instructor as sitting outside the learning environment also has to change so that he/she can be included in the construction of the knowledge.
Dr. Ruth Reynard
I ask for feedback within the activity itself.
The first time I assign an activity (and sometimes each time), I also include some questions to elicit student feedback on the process.
I ask what they learned, what went well, what they struggled with, and so forth. This gives me the opportunity to make improvements for the next semester AND keeps me motivated to do this extra work when I read what all they actually learned.
Saundra,
Yes, in addition to standard student feedback, I usually ask students throughout the course what they like or dislike about the assignments and activities etc. It really helps to find out this kind of specific information for improvement moving forward. I particularly use this approach if a new software has been used.
Dr. Ruth Reynard
I agree. We are constantly learning as well. We as instructors assess ourselves based on how our students are doing and can then reformat the course based on it. I have students that show me things as I do them. The collaborative approach is often best. I think they know we are content matter specialists but we should be open to the type of content and delivery of the content.
When teaching online though many course are already built and ready to go for the instructor to just step in and drive. Many times we don't have access to even modify or make the smallest of changes. In these cases knowing the challenges the students have with an assignment may give you an opportunity to support them with additional resources like video tutorials or the like.
