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Masking protocols and a values-based approach to norms in the classroom
As we start to anticipate the needs of students and instructors at the start of term, we recognize that some folks will be on-campus and in-person for the first time since the pandemic began. We know that setting the tone for the class at the start of term is very important and we wanted to address masking and distancing practices you may wish to consider with your class from the first day. The university has established procedures and practices to the best of their ability with the most current information. Please stay informed by reading the covid19 website regularly and checking USask email communications. At the time of this publication,…
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Assessment Design and Academic Misconduct
First, the not-so-good news There is no such thing as a “cheat-proof” assessment. Now, for the good news Instructors can reduce the likelihood of academic misconduct through assessment design and the context for assessment. Such designs and contexts are those that help students to see the value of the learning, hold positive expectations, and regard academic integrity as the norm. We can categorize these in terms of actions to take related to assessment method, nature of the restrictions or conditions set for completing the assessment, and context for the learning itself. The following table groups strategies and what we might expect students to say (in italics) about the…