The summer months often supply the time, energy, distance (from the inexorable demands of the academic year), and desire to re-envision our courses. A colleague and BP blog author, Carolyn Grose, is engaged in redesigning a Trusts & Estates Course with a focus on using BEST PRACTICES for Assessment. The purpose of this Blog post is to gather information from all of you who have designed or redesigned courses from an Assessment perspective. Feedback from those of you who work in the Trust and Estate area would be of particular interest, but we are also interested in anecdotes about effective formative assessment/feedback mechanisms you employed. Equally valuable are cautionary tales: did an assessment experiment prove overwhelming, too burdensome, frustrating to students, not as helpful as anticipated? Do you have some teaching tips on this issue of Assessment?
Carolyn and a few other BP Blog authors – Peter Joy, Barbara Glesner-Fines and me – will be using this Trust & Estates course revision as the context for exploring Assessment at a workshop session at the Crossroads 3.0 Conference in Denver. We would invite you to post comments with your ideas and experiences with assessment so that we can share your insight with others at the conference. We are particularly interested in:
1) Identifying & Prioritizing Learning Objectives for the Course
2) How do we Determine Proficiency on an Objective? Are there different levels from introduction to mastery?
3) How does “formative assessment”/feedback fit with “summative assessment”/ final grade?
4) What kind of activities did you plan in and/or out of class in order to assess?
Looking forward to hearing your comments and gathering your wisdom.