4 Strategies for Assessing Flipped Learning

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Flipped learning brings a new way of learning/teaching, so when planning and using it we need to assess if it works and how we can improve. Assessment comes from the Latin term ad sedere which means ‘sitting beside”. So, when we assess, it should be as if we are pulling up a chair next to individual students, getting down on their level, and putting ourselves in their shoes to give them information that will help them succeed. In this Faculty Focus article, Robert Talbert makes 4 recommendations for assessing flipped learning (with my edits, of course!) that actually could apply to any type of learning/teaching strategy

  • Start with learning objectives (at the end of this class, students should be able to…)
  • Employ a “frequent and small” approach (you don’t have to assess everything all the time, use minute papers to find if students have learned fundamental topics)
  • Use “preformative” assessment (assessments given while students are learning new material independently, before any group interaction has taken place, for example, ask students to describe a procedure)
  • Act on and share the data you collect (what have I learned from the data and how can I improve student learning?

Is the Credit-hour the Best Way to Measure Student Learning?

Maybe not…. not for this age, says the Carnegie Foundation for the Advancement of Teaching, who created the credit hour in 1906. The Foundation wants to rethink it, with a shift that might help competency-based higher education. With the rise of new learning models, MOOCs, technologies and the need for continuous learning, this project sponsored by the William and Flora Hewlett Foundation to study the “Carnegie Unit” is timely and very important… one that may very well suit the interests and learning styles of learners around the globe but one that will certainly disrupt higher education.

I look forward to the project’s report!

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