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The Value of Consistent and Objective Assessment in Teaching Efficacy for Large Classes

posted Oct 16, 2014, 7:31 PM by Kathy Dehshiri   [ updated Oct 16, 2014, 7:35 PM ]
              Nirit Glazer - AACR Postdoctoral Research Associate Candidate 
Center for Engineering Education Research Seminar

The Value of Consistent and Objective Assessment in Teaching Efficacy for Large Classes 

When:Friday, October 24, 2014 - 11:00am to 12:00pm.
Where: 2555 D Engineering.

One of the main challenges in large courses is monitoring the individual
section activities, and tracking consistency across sections in both
instruction and grading. It is important that all students be graded on the
same basis regardless of the section to which they have been assigned. The
desire and call for consistency in teaching and grading across sections in a
multiple-section course is mandatory; but unfortunately it has received
little attention in the research literature. This talk focuses on the use of
assessment to enhance consistency, and its impact on teaching efficacy in
large post-secondary courses. The talk also focuses on the usefulness and
effectiveness of assessment in informing instructors about the learning
progress of their students, such as gaps in understanding, so that the
instructors will be able to use this information to help their students to
make a better connection between interrelated ideas.

Nirit Glazer earned her Ph.D. in Educational Studies from the University of
Michigan under the supervision of Professor Joseph Krajcik. Her research
interests are the enhancement of student learning and improvement of
teaching practice, particularly through assessment, learning analytics, and
visualization of data.  She earned her master degree from the Department of
Science Teaching at the Weizmann Institute of Science (Israel)and bachelor
degree in Chemistry and a teaching certificate, both from the Technion -
Israel Institute of Technology (Israel).  Additionally, she is excited about
implementing technology to assist in feedback for both teachers and