Pipeline or Pipedream: Another Way to Think about Basic Skills

January 11, 2009

A Carnegie Perspectives repost By Rose Asera If I asked you—as an educated adult—what you remember about learning to read or to do basic arithmetic, you might recall some fleeting images: being read to by a parent or studying a book with big letters and pictures at your school desk. But by now these skills […]

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Carnegie Perspectives, Faculty Inquiry Groups (FIG), Student voice | Comments (0)

The Case for Common Examinations

November 14, 2008

A Carnegie Perspectives repost Lloyd Bond, Senior Scholar, Carnegie Foundation for the Advancement of Teaching The notion that all students who take the same course at a given college should take common examinations has been around for a long time. But programs that regularly employ common examinations are still rare, primarily because they require a […]

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Common Exams as Prompts for Improvement

November 14, 2008

Glendale Community College’s mathematics program, in 2000, instituted a common final examination for all sections of pre-collegiate algebra. The department produces tabularized information after each examination in order to show, among other things, the dropout rate and mean GPA for each class, as well as the performance of each class (properly coded to ensure anonymity) […]

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Common Exam, Faculty Inquiry Groups (FIG), Uncategorized | Comments (0)

Using Institutional Data to Guide Inquiry

November 14, 2008

What has also become clear through SPECC’s exploration of FIGs is the power of viewing classroom data through the lens of larger trends and patterns. Most campuses have a good deal of information available at the institutional level: data about student demographics, enrollment, retention, and the like. And some institutions seek out information that allows […]

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Faculty Inquiry Groups (FIG), Institutional Data, Uncategorized | Comments (0)

Student Interviews on the Effectiveness of a Method

November 13, 2008

Students approach the math textbook as little more than an (extremely expensive) problem set, expecting to get all of the information they need to prepare for tests simply by attending lecture. A typical college math course requires a great deal of homework, and students are expected to spend many hours outside of class studying. When […]

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Student Interviews, Uncategorized, Video evidence | Comments (0)

Common Exam as Inquiry

November 13, 2008

While one would think that mathematics would be less susceptible to the problem of coordination and grade variability (it is, afte all, more “objective” than reading and composition), that turns out not to be the case. Math teachers also vary in how they teach and how they grade, creating similar concerns about whether all their […]

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Common Exam, Faculty Inquiry Groups (FIG), Uncategorized | Comments (0)

Students Presentations as a Source of Evidence

October 14, 2008

Pat Wagener (Los Medanos): “Can Problem Solving Become a Habit of Mind” Pat Wagener says: Throughout the semester, my students were expected to present their solution of an application problem to the class. They were directed to make their knowledge visible so anyone who viewed their solution would clearly understand their thinking. One principle benefit […]

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Performance assessment, Teaching Problem Solving, Uncategorized | Comments (0)

Making Sense of Evidence

August 20, 2008

Once you have gathered evidence and data, it is sometimes a challenge to make sense of what you are seeing. Often, student learning evidence can add to complexity or confusion by giving you too much data; or it can be difficult to interpret in part because the reasons for student confusion might be opaque or […]

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Teaching Problem Solving, Think Alouds, Video evidence | Comments (0)