Consider you are teaching a workshop on the use of standards-based evaluation when designing instruction. What should you emphasize as being the primary goal of this practice?

Group of answer choices

A) To minimize the need for future revisions

B) To ensure a course will be effective

C) To meet accreditation review standards

D) To ensure safety and fair use standards are met

Peter Hansen, an educational research professional at the University of Illinois, is working on a project to evaluate the effectiveness of the university's core curricula for undergraduates. He uses observations, interviews, questionnaires, and surveys to collect qualitative and quantitative data from both students and graduates concerning their experiences or feelings on the identified topics. This approach is characteristic of which kind of research methodology?

Group of answer choices

Qualitative

Mixed methods

Quantitative

Ethical

A colleague tells you she wants to conduct an in-course assessment of student performance. She is teaching a course for the first time and wants to be sure she addresses any student issues before they become significant problems. What would you recommend and why?

Group of answer choices

Check the active learning exercises each week, and use them as a barometer of student engagement. When conducting formative assessment, it's better to use one simple measure than to use a variety and then become overwhelmed by the process.

Analyze the items on the assessments you're using. If students are not performing optimally, you can adjust their grades as you move through the course rather than waiting for a summative evaluation.

Pull out Bloom's Revised Taxonomy to be sure your assignments require an appropriate blend of higher level thinking. You want to be confident your learning objectives are challenging enough for your students without being too hard for them to successfully master the course material.

Apply Chickering and Gamson's seven principles to get a good feel for how the teaching and learning process is working for students. It's thorough and will yield specific action items if you need to make adjustments in how you're teaching.

In the break room, you overhear a colleague talking about the way she is building dialogue, structure, autonomy, and various interactions into the course she is developing. Based on what you know about instructional design and its role in assessment and evaluation, which question or statement would be the most appropriate contribution to the conversation?

Group of answer choices

"Are you building from an action map or using Backward Design to help you plan?"

"Which strategy are you using for the objectives, SMART or Bloom's?"

"So, what types of conversation starters are you creating for the discussion board?"

"Sounds like you're discussing intended engagements that will increase student to student interaction."

Which statement best describes a well-designed course?

Group of answer choices

If a course has been well-designed, assessment and evaluation will be minimal if they are needed at all.

When a course has been well-designed, it promotes the student engagements intended by the designer.

The best proof that a course is well-designed is a high level of student satisfaction.

Even for a well-designed course, the bulk of the work takes place after it has been taught for the first time.