| Title: |
Reflective Questions Effectively Measure Impact, Stimulate Content Integration, and Support Future Planning |
| Language: |
English |
| Authors: |
Karen E. Singer-Freeman (ORCID 0000-0001-5365-9667); Kristi Verbeke |
| Source: |
Intersection: A Journal at the Intersection of Assessment and Learning. 2024 5(1):35-48. |
| Availability: |
Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Administrators; College Faculty; Science Departments; Teacher Workshops; Teaching Methods; Administrator Attitudes; Teacher Attitudes; Research Universities; Evidence Based Practice; Equal Education; Science Curriculum; Active Learning; Prosocial Behavior; Change Strategies; Curriculum Implementation; Science Instruction; Science and Society |
| ISSN: |
2688-7207 |
| Abstract: |
We share a case study on our use of three reflective questions to demonstrate ways in which simple questions can be coded to reveal rich evidence of impact and engagement. At the end of a three-hour inclusive teaching practices workshop for 23 faculty and administrators from a single science department, 22 participants completed an anonymous three-question survey. Simple coding techniques facilitated a thorough evaluation of knowledge acquisition, the integration of new content with current knowledge, the robustness of individual plans for implementing changes, and the identification of potential departmental future actions. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1445412 |
| Database: |
ERIC |