Competency #5: Assessing Student Learning

Description of Core Competency

The fifth competency focuses on measuring student outcomes and assessing learning. To replicate this experience, a mentored teaching project is conducted. Formative and summative assessments are an essential part to teaching. Indeed, student assessment enables instructors to measure the effectiveness of their teaching by linking student performance to specific learning objectives. As a result, teachers are able to institutionalize effective teaching methods that lead to positive, tangible benefits for students. 

Artifacts and Materials

• This agenda outlines the topics discussed at the Certification in College Teaching Institute (CCTI), hosted by the Graduate School.

• The reflection sheet focuses on Bloom's Taxonomy, unresolved questions, and the application of relevant skills and techniques.

• This signed mentoring teaching project form outlines the objectives, implementation, and assessment of my mentored teaching project.

• These are the notes I took during the "Assessing Student Learning" session at the CCTI.

• View the Mentored Project Worksheet, which discusses how my project was developed and implemented.

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Mentored Teaching Project

For my mentored teaching project, titled Assessing Student Attitudes and Climate Literacy, I asked students to take a pre-assessment, watch a fifteen-minute asynchronous lecture, and take a post-assessment. Five of the questions were designed to test students’ gained environmental competencies, while the final two questions asked respondents about their attitudes toward climate change and Michigan’s natural resources. My goal was to examine whether exposure to the intricacies of environmental policy (e.g., federal and state responsibilities, multiple agencies, and regulatory institutions) and a discussion on climate change, Enbridge Line 5, and PFAS would change student comprehension and attitudes about the severity of environmental issues. 

• View the pre-assessment and post-assessment quiz questions.

• The online video lecture I prepared for my mentored teaching project.

• This letter from Professor Marty Jordan includes his comments regarding my approach and prevailing results.

• This presentation shows an overview of the project, including methods, results, analysis, and conclusions.