Less Teaching! More Learning!
Date: April 16, 2009 - 8:30am
Location: Telus Centre 236/238
The Faculty of Engineering, Students' Union, Learning Solutions and University Teaching Services invites you to a series of symposia on assessment practices aimed at improving teaching and learning. Please feel free to download the symposium program.
Participants
Symposium Series I: Dr. Tom Angelo | La Trobe University - Melbourne, Australia.
Symposium Series II: John Braga | Student's Union; Stanley Varnhagen | Extension Learning Solutions
Symposium Series III: Dr. Royce Sadler | Griffith University - Brisbane, Australia.
Resources
Symposium Series I, April 16 & 17, 2009 | Dr. Tom Angelo Handouts
Interactive Talk I: Less Teaching, More Learning: Seven Research-Based Guidelines and Practical Strategies (PDF)
Interactive Talk II: Lecturing for Deeper Learning: Effective, Efficient, Research-based Strategies (PDF)
Workshop I: An Introduction to Classroom Assessment: Finding Out How Well Students Are Learning What We're Teaching(PDF)
Workshop II: Harnessing CATs and CoLTs: Classroom Assessment and Collaborative Learning Techniques (PDF)
Workshop III: Promoting Learning by Design: Aligning Teaching, Assessment, Feedback and Support to Improve Learning Outcomes (PDF)
Intended Learning Outcomes (ILO) Grid: Subject & Assignment (Re)Design-A Grid for Categorizing Intended Learning Outcomes (PDF)
Teaching Goals Inventory Self-Scorable Version (PDF)
Symposium Series III, April 20, 2009 | Dr. Royce Sadler Handouts
Session 1: Assessment program design (PDF)
Session 2: Part 1,The respective roles of formative and summative assessment: How to get the best of both worlds (PDF)
Session 3: Part 2, The respective roles of formative and summative assessment: How to get the best of both worlds (PDF)
Session 4: Chasing assessment design and practice (PDF)
Dr. Royce Sadler Keynote Notes: Evaluating complex outcomes: The shortcomings of criteria-based schemes and what to do instead (PDF)
Articles by Dr. Royce Sadler
Evaluation and the improvement of academic learning (PDF) (1983)
Beyond feedback: Developing student capability in complex appraisal (PDF) (2009)
Formative asssessment and the design of instructional systems (PDF) (1989)
Formative assessment: revisiting the territory (PDF) (1988)
Grade integrity and the representation of academic achievement (PDF) (2009)
Indeterminacy in the use of preset criteria for assessment and grading (PDF) (2009)
Interpretations of criteria-based assessment and grading in higher education (PDF) (2005)
Fidelity as a precondition for integrity in grading academic achievement (PDF) (2007/2009)
Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning (PDF) (2009)
Recommended by Dr. Royce Sadler
The design and use of forms for the student evaluation of teaching by Michael Scriven-University of Western Australia (PDF) (1998)
The validity of student ratings by Michael Scriven-University of Western Australia (PDF) (1988)