• Comparison of assignment grade versus outcome breakdown
    Assessment and Evaluation,  Educational Theory

    Assessing Outcomes versus Grading Assignments

    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 to the outcomes. However, even with clear outcomes and learning activities, instructors often fall into the habit of grading assignments rather than assessing outcomes. Consider the following scenario. Learner 1 and Learner 2 both have 75% in your class. How do you, the instructor, or the employer know whether they gained 100% competency on 75%…

  • Assessment and Evaluation

    From Grit to Pearl: Understanding our SLEQs

    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 solitary, dreaded, anxiety-provoking endeavor to a collegial, objective and reflective learning opportunity.  We moved from a place of isolation, self-doubt, insecurity, and defensiveness to openness, curiosity, puzzling, surprise, and reaffirmed confidence. Rather than gritting our teeth, we polished our pearls by looking at our SLEQ, wearing our researcher hats and analyzing our SLEQ data.  …

  • Experiential Learning,  Instructional Strategies

    Experiential Learning Resources – 5 Top Picks

    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 Course and a Critical Reflection Rubric Lays out why and when students should reflect, what reflection could look like, and provides a framework for evaluating reflection with a rubric. Taylor Institute – University of Calgary – Learning Module: Critical Reflection Introduces critical reflection to faculty, instructors, and staff with concise text, videos, checklists, and reflection…

  • Assessment and Evaluation,  Instructional / Course Design,  Instructional Strategies,  Open,  Wellness

    Announcing a New OER – Universal Design for Learning (UDL): One Small Step

    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 inclusive learning environments that support student learning. Honouring this commitment requires that educators co-create with students a shared space for learning in which all participants feel respected, valued, and empowered to contribute as they achieve their goals and share the gifts of their identities in relationship with one another. This approach is also part of…