• General,  Inclusivity

    Equity, Diversity, and Inclusion in the Classroom

    Educators today are at the forefront of fostering Equity, Diversity, and Inclusion (EDI) in the classroom.  Promoting EDI in the classroom is a journey of continual learning and adaptation. The Gwenna Moss Centre for Teaching and Learning (GMCTL) has created a resource designed to enrich educator’s understanding and application of EDI principles and provide strategies for incorporating EDI principles into instruction and assessment. The inner petals of the EDI Flower represent the GMCTL Certificate in University Teaching and Learning (CUTL) competencies. Surrounding them are the outer petals, embodying the foundational EDI principles and emphasizing respect for the diverse identities in classrooms. The leaves symbolize five broad knowledge areas essential for…

  • Educational Technology

    Poll Everywhere Conversations and Recommendations

    By Kristine Dreaver-Charles, Academic Innovation Specialist with Academic Innovation Technologies The challenge of technology is when it fails. I’ve had those moments of presenting or trying to demonstrate something and my technology just does not do what I intended. Sometimes it is the technology. Sometimes it’s the hardware. But sometimes it’s me and I’ve forgotten a critical step. Ultimately, I am aiming to fail forward and learn from the experience rather than give up completely. If you’ve tried Poll Everywhere and been challenged by it not doing what you need or expect, consider what support you need and where you can find it. My usual beginning point is to talk…

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    Assessment and Evaluation,  Educational Technology,  Remote Teaching

    Formative Assessment: A comparison of two online quizzes 

    This post aims to compare the design of two online quizzes to determine how each design impacts student learning.   Formative assessment is a process used to:  Identify what students already know and where they need more support to reach the desired learning outcomes. Provide feedback that the student can use to increase learning before a final assessment. For example, using feedback from a draft assignment that can be used to increase understanding for future revisions. Evaluate the effectiveness of the instruction during the learning process so the teacher can adjust instruction to meet students’ needs.   “You almost want kids to make mistakes on formative assessments because that’s how you figure out…

  • Assessment and Evaluation

    USask Assessment Principles

    In the 2022-23, USask adopted an updated set of principles about how we try to assess students.  Here are some tips about using each of the principles in your course.  Each principle is defined and related posts are listed. Is aligned with learning outcomes and instructional strategies (assessment of learning). Alignment refers to the process of planning your learning outcomes to describe what your students will be able to do, know or value, and then planning how you will assess and teach based on those outcomes. When align to outcomes, you only gather evidence of academic achievement that is critical to those outcomes. Watch this video what “aligned” means Understand…

  • Assessment and Evaluation,  Remote Teaching

    How to Make an Effective Rubric

    Good rubrics have three key advantages: If you develop them, they help you align your assignment with your outcomes They help you have similar marks for different students’ assignments of similar quality (inter-rater reliability), if you practice using them with other instructors or your TAs They increase student understanding of the skills you want them to demonstrate and focus your students specifically on those skills Although a good rubric is very helpful, they can be hard to develop.  This video describes why we use rubrics, common mistakes we make as we create them, and how to make a good one. Interested in more? View a one hour session from Sue…

  • Assessment and Evaluation,  Learning Charter

    Transparent assessment

    Assessment practice is shifting away from comparing students to each other, or grade derived professor’s experiences and preferences.  Increasing, it is focused on comparing students to a clear learning outcome or goal for the assessment that everyone in the class knows in advance. The process of clearly articulating that goal and what we consider good evidence of it is called “Transparent Assessment.” The goal of all transparent assessment is to ensure students understand what they are trying to achieve or learn, so they can be more effective partners in that learning. Our Learning Charter has three learning charter educator commitments related our assessment: Provide a clear indication of what is…

  • Assessment and Evaluation,  Educational Technology,  Instructional Strategies,  SoTL

    Top Hat: How is it being used at the U of S?

    The University of Saskatchewan has a continuing commitment to a technology-enhanced learning environment for students and in January 2016 acquired a campus-wide license for the Top Hat student response system. Top Hat is a software-based student response system, incorporating a “bring-your-own-device” solution, that is available at no direct cost to instructors and students. The primary goal of Top Hat is to enhance the teaching and learning experience for both instructors and students by bringing more engagement and interaction into traditional passive lecture-style learning approaches. Who we are We are a research team at the University of Saskatchewan who are interested in student response systems with a specific focus on Top…