Assessing Learning Outcomes for Undergraduate Teaching Assistants and Peer Mentors

Autor/in	Murray, Jeffrey W.
Titel	Assessing Learning Outcomes for Undergraduate Teaching Assistants and Peer Mentors
Quelle	In: Journal of the Scholarship of Teaching and Learning, 22 (2022) 2, S.14-32 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; Teaching Assistants; Peer Teaching; Mentors; Behavioral Objectives; Reflection; Student Attitudes; Scoring Rubrics; Self Evaluation (Individuals); Outcomes of Education; Learner Engagement + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Schülerverhalten; Scoring formulas; Auswertungsbogen; Lernleistung; Schulerfolg
Abstract	This essay discusses an integrated process of assessing learning outcomes that can be adapted to a variety of undergraduate teaching assistant and peer mentor applications. The three-element regimen includes a programmatic statement of learning objectives, student-reflection in both initial work plans and final reflections, and targeted assessment rubrics. The assessment rubrics were designed for three of the most common modalities of engagement of undergraduate teaching assistants and peer mentors serving in the undergraduate classroom: leading/facilitating a whole-class activity or discussion, facilitating a small-group activity or discussion, and working with students one-on-one. In developing these three targeted assessment tools -- as the last stage in the development of the integrated assessment regimen -- we began with the statement of our program's learning objectives as foundation, and conducted an analysis of former UTAs' start-of-semester "work plans" and end-of-semester "final reflections." This analysis allowed us to better match the rubrics with students' own goals / motivations for serving as UTAs and perceptions of their own experiences as UTAs. We hope that these three assessment rubrics, and the larger process of on-going self-assessment and self-reflection in which they reside, can be productively adopted or adapted by other faculty mentors working with undergraduate teaching assistants or peer mentors in similar programs, as well as stimulate further discussion about appropriate learning objectives and assessment resources for such programs. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01