Key Statement:
This presentation highlights data from a study asking how undergraduate education majors view assessment autonomy in a P-12 setting.
Keywords:
Assessment, Autonomy, Undergraduate
Abstract:
This presentation highlights data from a study asking how undergraduate education majors view assessment autonomy in a P-12 setting. Assessment autonomy can be thought of as giving students a choice in how they are assessed. The presentation will discuss better ways we as educators can have students demonstrate their understanding of content through their own skills or interests. This field of study is an acknowledgement that we as educators can not only engage students through our teaching, but through our formative and summative assessments.
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HEAR IT FROM THE AUTHOR:
TRANSCRIPT:
Hello, my name is Dr. Eric Hogan from Georgia Southern University. My presentation involves
assessment autonomy and how undergraduate education majors see this when working with P–12
students. Specifically, assessment autonomy involves giving choice in assessment, allowing students to
show their strengths in a variety of ways. Within this presentation, I’m going to be talking about a study
that I did where I surveyed undergraduate majors and discussed what could or could not be beneficial
for their future students.
LEARNING OUTCOMES:
1- Describe experimental and hands-on teaching in computer architecture
2- Explain the benefits of hands-on learning for a complex topic such as computer architecture.
3- Assess student success and summarize student attitudes and outcomes related to concept-understanding, self-learning, retention and teamwork.