HomeBlogPodcasts Measuring What Learners Do With Feedbackby Jessie L. MooreJanuary 4, 2024 Share: Section NavigationSkip section navigationIn this sectionPodcasts – Home 60-Second SoTL Limed: Teaching with a Twist Making College “Worth It” Land Acknowledgement 60-Second SoTL – Episode 47 This episode shares an open-access article from Assessment & Evaluation in Higher Education and explores how to measure feedback literacy in higher education: Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2023. “Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale.” Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2240983 View a transcript of this episode. This episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. Learn More About Feedback Literacy Learn about the Feedback Literacy Behaviour Scale (FLBS) Explore Center for Engaged Learning Resources on Feedback Analyzing an Artificial Intelligence-Supported Assessment and Student Feedback In my prior blog post, I summarized lessons learned from piloting an artificial intelligence-supported assessment (AI-SA) and gathering student feedback. This work was framed by Clark and Talbert’s feedback loop model where I used feedback I gathered from students during… Applying Lessons Learned about Student Use of Generative AI in Academics In previous blog posts, I shared the results of a focus group interview about students’ perceptions of using generative AI in their academics. The focus group interview took place at the end of fall semester 2023 after my students completed an… Meaningful Undergraduate Experiences and How They Matter Now The Center for Engaged Learning periodically conducts surveys on students’ experiences in higher education and their application to students’ post-graduation lives. Our latest iteration surveyed 956 U.S. residents who were 18-34 years old and graduates of two- or four-year higher… Student-Reported Benefits and Tensions about Generative AI in Academics: Part 1 My ongoing exploration of how generative AI might be used in assessment practices has revealed some benefits to teaching and learning, some drawbacks, and some tensions. Sharing this exploration through these blog posts and having numerous discussions about higher education… Utilizing a Framework for Artificial Intelligence-Supported Assessments: Part 2 In December I introduced a framework to support faculty with the complexities of incorporating generative AI into their assessments. One feature of this framework encourages the consideration of separating assessment components into AI-active and AI-inactive sections to better articulate expectations… Keep It Simple: Strategies for Adopting Alternative Grading Practices to Enhance Student Learning Clark, David and Robert Talbert. 2023. Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education. New York: Routledge. Grades and grading have long plagued students and instructors alike. Faculty frequently… 1 2 3 >
