Making the Case for Assignment Design 2.0: Designing Classroom Assignments That Can Also Be Available for Institutional Assessment

Autor/inn/en	Nicholas, Mark C.; McConnell, Kate Drezek
Titel	Making the Case for Assignment Design 2.0: Designing Classroom Assignments That Can Also Be Available for Institutional Assessment
Quelle	In: Assessment Update, 35 (2023) 2, S.1-2 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.30336
Schlagwörter	Institutional Evaluation; Assignments; Design; Evaluation Methods; Cues; Student Evaluation; Prompting; Expectation; Performance + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Stichwort; Schulnote; Studentische Bewertung; Benutzerführung; Expectancy; Erwartung; Achievement; Leistung
Abstract	In response to the national excitement around course embedded assessment, various campuses and state-wide college systems engaged in faculty development in assignment prompt development drawn from the literature focused on creating assignments for the classroom. However, while the literature is replete with frameworks, templates, guides, checklists, and criteria to develop, organize, and evaluate assignment prompts--i.e., Assignment Design 1.0--less is known about creating classroom assignments that also work for institutional assessment. Assignment Design 1.0 brought into focus macro elements of assignment design but remains insufficient for developing classroom assignments that can be used for institutional assessment. Conspicuously missing from Assignment Design 1.0 is consideration of how faculty embed cognitive and affective expectations in assignment prompts and how those expectations are aligned with the assessment methods we use at the institutional levels. Therefore, Mark Nicholas and Kate McConnell propose that to advance meaningful and authentic non-standardized approaches to assess student learning, movement toward Assignment Design 2.0 is needed to dig deeper into how faculty embed their instructions and expectations into prompts. They discuss what Assignment Design 2.0 should include and what challenges it presents. (ERIC).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01