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makisome direct and indirect methods, including the use of technology

makisome direct and indirect methods, including the use of technology

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Published by: mrsfox on Oct 18, 2009
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Some Direct and Indirect Methods, including the Use of Technology
from Peggy Maki
\ue000Test of knowledge of facts, processes, procedures, concepts, etc.
\ue000Case Study/Problem that requires students to demonstrate how one has integrated
outcome-based learning into his or her work
\ue000Summary from homework assignment; summary after a segment of lecturing or
other pedagogical method
\ue000Description of what one already knows before movement into a new topic or
\ue000Discussion of how one may have changed his or her understanding based on
learning more about a topic or engaging in research on a topic
\ue000Group work that emerges from material covered with self-analysis and analysis of

\ue000Team projects that emerge from material covered
\ue000Self-reflection on what one does and does not understand
\ue000Written assignment that explores a distinctive critical perspective or problem
\ue000Critical incident response
\ue000Representative disciplinary or professional work assignments
\ue000Capstone Project
\ue000Collaborative Project
\ue000Research Project
\ue000Interpretation of unidentified pieces of discourse to ascertain how well students

can make inferences about when documents were written and about the beliefs or
concepts that underlie each one
\ue000Logbook or journal tasks that explore concepts or problems or situations over
time or explores learning against pedagogy such as interactive simulations

\ue000Event analysis
\ue000Interpretation of video clips or visual materials
\ue000Case study or studies examined over time as students move through courses and

educational experiences
\ue000Oral examination
\ue000E Portfolio\u2014collection of student work based on selected assignments in the

\ue000Concept, knowledge or process maps (visual representation)
\ue000Concept inventories, such as in physics and in chemistry
\ue000Knowledge surveys
\ue000Agreed upon embedded assignments or common assignments you will sample

such as in a final examination

\ue000Writing, to speaking, to visual presentation
\ue000Observations of interactions, decision making, simulations
\ue000Case study with analysis\u2014use of parallel case studies over time

\ue000Self-reflective writing\u2014especially useful after students have received feedback or
have engaged in a sub-task or task

\ue000Externally or internally reviewed student projects
\ue000Locally developed tests or other instruments
\ue000Standardized exams
\ue000Problem with solution and ask for other solutions
\ue000Mining of data such as learning objects at Merlot: students make inferences about

original work from a particular period of time, such as from literature, painting,
letters and other historical documents

\ue000Observation of a debate (particularly useful for a focus on ethical issues)
\ue000Virtual simulations
\ue000Milestone exams
\ue000Complex problems that can be approached from many perspectives or disciplines
\ue000Revisiting a problem over time to track learning
\ue000Knowledge, decision, or procedural mapshttp://c las s es .aces .uiuc.edu /aces 100/

Spider Concept Map

\ue000Situated Experiences along the Chronology of Learning
\ue000Community-based projects (research) launched in the first year
\ue000Research launched in the first year to solve a relevant problem
\ue000Research with faculty

\ue000Solo or team projects launched in the first year
\ue000Co-designed projects with a mentor or mentors (curricular-co-curricular
projects, for example)
\ue000Chronological use of a case study at significant points in the GE curriculum
to assess students\u2019 abilities to transfer and apply new knowledge, concepts,
etc., to a complex, muddy problem
\ue000Chronological Use of Complex Problems that Necessitate the Integration of
Quantitative Literacy
\ue000\u201cQuantitative literacy, the ability to discriminate between good and

bad data, the disposition to use quantitative information to think through complex problems\u2014these are capacities that educators across fields should be helping students develop.\u201d (Burke, 2007)

\ue000E-Portfolios that Store Evidence of Integration over Time against the

Background of the Curriculum and Co-curriculum. E-portfolios Should also
Include Chronological Self-reflection on How One\u2019s Perspectives,
Knowledge, Performance, etc., Changed over Time

\ue000Smaller Projects over Time that Lead to a Final \u201cCapstone Project\u201d
Assessment via Technology
\ue000Team work across media (digital media and interfaces) and modes of

\ue000Authorship of a simulation or a webpage
\ue000Performance in virtual environments\u2014virtual reality
\ue000Threaded discussions online
\ue000Creation of wikis
\ue000Gaming accompanied with one\u2019s analysis

\ue000\u201ccritical thinking,\u201d \u201cprobing,\u201d \u201ctelescoping\u201d (Holbert, 2008)

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