Teach.Learn.Share

Many undergraduate students may go on to be policy-makers. Why not have them practice the skill of translating complex concepts and issues into a “pitch” that shows students’ engagement with the course content? This idea became Dr. Tari Ajadi’s three-minute micro lecture assessment, a strategy that he first tried when asked to prepare one himself for a conference. As they engage with a format that is less familiar to them, students reflect on how to best communicate their understanding of the course’s problems in a three-minute audio or video recording. Don’t miss this episode to learn the details of how Tari communicates his expectations to his students, manages some of their anxiety when faced with a different kind of assessment task, and reflects on the difficulties of writing a good rubric.

In her introductory computer science class, Dr. Giulia Alberini asks her approximately 600 students whether they want to be “code crafters” or “problem solvers.” The first group will write two midterms and a final coding project. Instead of the final project, “problem solvers” prepare a technical interview that simulates an authentic real-world experience. This choice allows students to work to their strengths, be it programming alone or interviewing with two members of the instructional team. Listen in to hear how Giulia gives her students opportunities to practice with low-stakes exercises, manages her team, and meets her goal of keeping students engaged and motivated in a large classroom setting.

Low or no-stakes assessment tasks give students the opportunity to focus their practice on what they aim to learn and allow them to try their hand at failing. When what they’re learning means recognizing implicit biases in themselves and others, it’s key that students have multiple opportunities to practice developing this skill. In this episode, Dr. Alissa Levine describes her multipronged approach to assessments that help students recognize bias and understand the impact it can have on their future professional practice as dentists.

Quizzes are a tried-and-true way to prepare students for higher-stakes exams, but do they allow you to assess the progress of students’ learning? To ensure her students’ learning is on track, which in this case means thinking critically about the immune system, Dr. Jasmin Chahal has her students design concept maps, draw cartoon diagrams, and write problem-solving exam questions. In this episode, we learn about the flexible and creative formative assessments Jasmin gives her students, which allow them both to show their learning in different ways and to prepare for their exams. Jasmin also shares insights into coordinating with TAs and clearly communicating expectations with her students in a large science course. We learned about this practice from a former student of Dr. Chahal’s who has continued to use some of these strategies throughout her undergraduate studies!

In this episode, we learn about a two-staged mid-term exam where students do a collaborative version of the exam before trying their hand at an individual exam. For Dr. Laura Pavelka, having students work collaboratively and ask questions in an introductory science course were key in helping students understand how science works, so she designed those elements into her assessment strategy. Easing exam-related student anxiety was another motivating factor. Tune in to hear Laura share her tips on managing in-class time, fostering student collaboration, and galvanizing technology to help run a two-stage mid-term for a class of 600 students.

Welcome back to Teach.Learn.Share’s exciting new miniseries! Join us over the next five episodes as we delve into creative, concrete, and transferable assessment strategies centered around assessment for learning. In each episode, we sit down with instructors from various Faculties at McGill University to explore a new strategy, discussing its design and implementation. Listen in as instructors share what works and where the challenges lie in assessments for large and small classes, as well as in individual, peer and authentic assessment strategies. Don’t miss out—subscribe now and be part of the conversation reshaping assessment for learning in higher ed!

Do the assessment choices instructors make support students’ learning and their well-being? To close our five-part miniseries, we wanted to hear an instructor’s perspective. In this episode, we’ve invited Dr. Andrea Creech, Professor of Music Pedagogy at the Schulich School of Music, McGill University, to join the conversation. Andrea shares insights into how assessment forms an integral part of her pedagogy, which is shaped and guided by principles of well-being. These principles include self-efficacy, autonomy, purpose, and a sense of belonging in an academic community. Learn more on our blog Teaching for Learning @ McGill References Boucher, M. (Host). (2021-present). Le musicien stratégique [Audio podcast]. Vontpi Production. https://musicienstrategique.com/le-balado/ Lerman, L. (2022). Critique is creative. Wesleyan University Press.

Getting assessment right—being fair, consistent, equitable, and conscientious of students’ and instructors’ well-being—leads to healthier learning environments in university settings but is a difficult balance to strike. In this episode, we talk to two graduate students who share their experiences with the assessment and well-being connection in their contexts. We also discuss fairness and reliability in grading, student-instructor dialogues around assessment, and the positive impact small incremental changes in assessment practices can have on students’ well-being. Learn more on our blog Teaching for Learning @ McGill

Interested in knowing what students think about sharing the responsibility of improving assessment practices in higher ed? In this episode of our miniseries on assessment and well-being, we ask Jordan and Woo to explain their perspectives on the emotions bound up with assessment and their potential impact on learning. Listen to Woo and Jordan describe hurdles they’ve faced, as well as assessment tasks that challenged them academically, allowed their creativity to flourish, and provided opportunities for life-long learning. Learn more on our blog Teaching for Learning @ McGill. References Boswell, M. & Feldman, J. [National Association of Independent Schools (NAIS)]. (2020, Dec. 1). Grading for equity: What it is, why it matters, how it transforms schools and classrooms [Video]. Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices? Active Learning in Higher Education, 3(2), 145-158.

Assessment can often stir up negative emotions. But what if we can reframe the way we think about it? Assessment has long been equated with what’s wrong, what needs to be “fixed” or “bettered.” In this episode, Char Lewis-Sutherland, a Senior Advisor in McGill’s Equity Team, will challenge us to think, dialogue, and act creatively on assessment. They offer insights on inclusive and anti-racist assessment practices that promote healthier learning environments by effectively supporting all students. Char also offers tips on how to keep the focus on learning and not on measuring shortcomings in or out of the classroom. Learn more on our blog Teaching for Learning @ McGill. References American College Personnel Association (ACPA). Cohen, G. L., Steele, C. M., & Ross, L. D. (1999). The mentor’s dilemma: Providing critical feedback across the racial divide. Personality and social psychology bulletin, 25(10), 1302-1318. Hartman, S. (2008). Lose your mother: A journey along the Atlantic slave route. Farrar, Straus and Giroux. Henning, G. W., & Lundquist, A. E. (2018, August). Moving towards socially just assessment (Equity Response). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. Evidence Net. Higher Education Academy. Hurtado, S., & Sork, V. L. (2015, December). Enhancing student success and building inclusive classrooms at UCLA: Report to the Executive Vice Chancellor and Provost. Lynam, S., & Cachia, M. (2018). Students’ perceptions of the role of assessments at higher education. Assessment & Evaluation in Higher Education, 43(2), 223-234. https://doi.org/10.1080/02602938.2017.1329928 Montenegro, E., & Jankowski, N. A. (2017, January). Equity and assessment: Moving towards culturally responsive assessment (Occasional Paper No. 29). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Mowreader, A. (2023). Academic success tip: Rebrand office hours. Inside Higher Ed. National Institute for Learning Outcomes and Assessment (NILOA) Podcasts on Anthology. Sharpe, C. (2016). In the wake: On blackness and being. Duke University Press. Sheridan Center for Teaching and Learning, Brown University. Effective teaching is anti-racist teaching. Van Dinther, M. Dochy. F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education, Educational Research Review, (6)2, 95-108. Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), 804-824. Yeh, C. J., & Krumboltz, J. D. (1995). The impact of a non-competitive grading system on learning. ERIC Number: ED398173.

This first episode of a miniseries on assessment and well-being sets the stage for our exploration into ways in which to build an inclusive culture of learning and healthier learning environments by focusing on assessment practices. In this episode, Kira Smith, Student Engagement Officer at the Office of Science Education at McGill University, helps us arrive at a common understanding of well-being and explains how it relates to student experiences. Drawing on the results of her graduate studies research, Kira shares recommendations for how instructors can promote sound mental health through their strategies for assessment of student learning. Learn more on our blog Teaching for Learning @ McGill. References American College Health Association - National College Health Assessment II. (2019). Csíkszentmihályi, M. (1990). Flow: The psychology of optimal experience. Harper & Row. Dweck, C. S. (2006). Mindset: The new psychology of success. Random house. Imase. (2022). Night Dancer [Song]. On Pop Cube. Universal Music Japan. Keyes, C. L. M. (2014). Mental health as a complete state: How the salutogenic perspective completes the picture. In Bridging Occupational, Organizational and Public Health. Springer. Keyes, C. L. M., Eisenberg, D., Perry, G. S., Dube, S. R., Kroenke, K., & Dhingra, S. S. (2012). The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students. Journal of American College Health, 60(2), 126–133. McGill Student Services. (2023). Wellness Wheel. Wellness Recovery Action Plan. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.

Teach.Learn.Share’s first miniseries centers on assessment and well-being. Over five episodes, we ask different members of our university community whether we can view learning and student well-being as connected when looking at the way student learning is assessed. We also delve into specific ways in which to build an inclusive culture of learning by focusing on assessment practices. The conversations point to concrete strategies and calls to action while also signaling misconceptions and long-standing stumbling blocks around assessment. ---> Subscribe to Teach.Learn.Share on your favourite podcast player.