Assess Student Learning in New and Meaningful Ways

Concurrent Session 2
Streamed Session

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Session Materials

Brief Abstract

An an exam normally is given at the end of units, and research projects typically serve as avenues for students to complete a research project. Assessing student learning in different, yet meaningful, ways can be helpful for instructors. This session will help attendees to design new and meaningful ways to assess what their students learn from the traditional assignments given. For example, if a final exam typically is administered, a "Plus 1" Approach could be added to a research paper, a poster presentation or a speech. This method, along with others, will be explained, all designed to help instructors plan for additional or alternative assessments to diversify their instruction and assessment. Attendees are encouraged to come with a course in mind that they want to use for this interactive session. 

Presenters

Dr. Melony Shemberger is in her fifth year as an assistant professor of journalism and mass communication at Murray State University. Shemberger has published peer-reviewed journal articles, media education book chapters, and several guidebook articles on public relations. She has presented at several academic and professional conferences. Research interests include journalism history, sunshine laws, public relations topics, and instructional design and pedagogy. In 2014, Shemberger was named a Business Journalism Professors Seminar Fellow by the Reynolds Journalism Institute. At Murray State, she was a Provost Faculty Teaching Fellow. She also served as interim director of the Faculty Development Center in 2016. She is a lifetime member of The Honor Society of Phi Kappa Phi and serves on the national board of directors, leading as chair of the advisory council for the organization’s Forum magazine. She also is chapter vice president at Murray State. Shemberger has a bachelor’s degree from Western Kentucky University, with a double major in mass communication, and history and government; master’s in mass communication from Murray State; master’s in management from Austin Peay State University; and a Doctor of Education in administration and supervision from Tennessee State University.

Extended Abstract

An exam normally is given at the end of units, and research projects typically serve as avenues for students to complete a research project. Assessing student learning in different, yet meaningful, ways can be helpful for instructors. This session will help attendees to design new and meaningful ways to assess what their students learn from the traditional assignments given. For example, if a final exam typically is administered, a "Plus 1" Approach could be added to a research paper, a poster presentation or a speech. This method, along with others, will be explained, all designed to help instructors plan for additional or alternative assessments to diversify their instruction and assessment. Attendees are encouraged to come with a course in mind that they want to use for this interactive session. 
 
Session objectives are the following:
1. By the end of the session, attendees will be able to discuss various assessment methods that could replace or supplement a traditional assignment.
2. By the end of the session, attendees will be able to modify a traditional assignment with another assessment method.
 
Audience engagement activities will include discussion, think-pair-share or small group (depending on number attending) in a virtual setting.