Working with Evidence


This toolkit presents several effective ways to gather evidence of student learning beyond traditional student assignments and assessments. These are tools with which most disciplinary faculty are typically not familiar, such as the use of “think alouds” (where students make their thinking processes evident during problem solving or some other task.)

Whether working as an individual faculty member conducting an inquiry into his or her own classroom, or a faculty inquiry group engaged in a collaborative inquiry, there are more or less effective ways to engage in these methods. Included in this toolkit are resources on the following methods for gathering and sharing evidence.

NOTE: Each of the tools listed below are also “Categories” in this Toolkit. (Most of them appear as “tags” as well). You can access posts and resources on each of these tools by navigating through the Categories or Tag Cloud in the right hand side bar.

We focus on these tools because they represent some of the most effective strategies for making visible dimensions of student learning that are not evident in assigned student work. The tools described in the toolkit have also been chosen because they were used effectively by one or more of the campuses in the SPECC project. Their use and impact are described throughout the Windows on Learning site and reference
those connections wherever possible.

Of course, there are many creative and effective ways to make use of classroom-based evidence as well. These are also represented throughout this toolkit.

REFLECTION PROMPT: What is your focus for evidence? What evidence do you already gather in the way of student work? What kind of evidence do you need to gather outside the classroom? What questions do you have about that?

Navigate to other pages in the Faculty Inquiry Cycle:

August 20, 2008