by Racquel Biem In this blog post, we will examine why assessing outcomes can target learning improvements better than grading assignments. Previous Educatus blog posts have talked about outcomes-based assessment, clarifying that outcomes-based assessment starts with articulating what students will be able to do (the learning outcomes), followed by designing learning activities and assessments linked…
Guest Post by Roslyn M. Compton, Sithokozile Maposa, Sheryl Mills, Schroder Sattar This past year we decided to approach our SLEQs differently. Because we planned and taught NURS 306 as a team, we decided to review our SLEQs as a team. In this post, we share the step-by-step process we used to shift from a…
By Roberta Campbell-Chudoba During the launch of our new USask Experiential Learning framework, we’ve had requests for more information about reflection frameworks, providing efficient feedback, and grading reflection. While we have built some resources around reflection and feedback, other higher education institutions have some gems to support Experiential Learning. Brock University – Reflection in Your…
We know that learners bring a wide range of knowledge, skills, backgrounds, and experiences into the classroom. As educators, we can expect to find variability in our classroom. The USask Learning Charter lists, as one of the Educator Commitments and Responsibilities, to Strive for Excellence in Teaching. This commitment means that educators work to develop respectful and…