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Scholarship of Teaching and Learning
The Scholarship of Teaching and Learning is the study of teaching and learning processes and how they relate to one another to enhance student learning and improve the quality of higher education.
Whether teaching at the undergraduate or graduate level, it is important for faculty to strategically evaluate the effectiveness of their teaching by measuring the extent to which students in the classroom are learning the course material.
Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps.In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program.
An authentic assignment is one that requires application of what students have learned to a new situation, and that demands judgment to determine what information and skills are relevant and how they should be used. Authentic assignments often focus on messy, complex real-world situations and their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as well.
Information about student learning can be assessed through both direct and indirect measures. Direct measures may include homework, quizzes, exams, reports, essays, research projects, case study analysis, and rubrics for oral and other performances. Examples of indirect measures include course evaluations, student surveys, course enrollment information, retention in the major, alumni surveys, and graduate school placement rates.
Faculty new to online teaching may feel that assessment in online courses is limited to multiple choice quizzes or traditional research papers. However, through careful design and technology use, there are other assessment options to effectively assess how well students achieve learning outcomes in an online course.