Montréal, 4 - 7 décembre 2020
My considerations were as follows:
- I want assessment to be a learning tool, not a measuring tool. I want students to learn from their feedback and believe growth is possible.
- I have too many students and too few resources to do something like mastery grading.
- I'm not so great at designing highly engaging problems, but pretty OK at course design.
With this in mind, I decided to "deconstruct" my exams (in the culinary sense, of taking them apart). A midterm and final became 5 chapter tests. The single day timed test became a week-long cycle, with several components: a chapter review, an individual test, a group test, and a test “wrapper”.
I'll describe each of these components, and why I chose them, and discuss the effectiveness of this approach, for both academic integrity and student success.
In this presentation, we will first give a quick overview of our virtual escape rooms and how we used these to encourage the students not only to work together but also to form term-long study groups. We will then discuss the students’ view of our virtual escape rooms based on the results of three surveys and the unsolicited feedback we received.