Lessons Learned: Equitable Student Learning

In Support of Equitable Student Learning Experiences, Starting with Assessments (abstract) was presented by Dr. Demian Hommel.

We have experienced disruption due to COVID, as well as climate concerns and social justice issues. Hommel notes that the main concerns in higher education at the moment include do students have access to educational resources and support, is the learning environment equitable and finally, are we preparing students for uncertainty?

Mitra, S. (2013, February). Build a school in the clouds. Ted. https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud?language=en. In this video

Mitra points out that assessments ask students to respond under a threat mindset. Exams are perhaps not the best environment as students often do not do their best thinking under stress.

Hommel notes that assessment can be the engine that drives learning, but it can also be a dead end. There are few opportunities for feedback nor to take that feedback and improve. Hommel also questioned the validity of assessments, perhaps the student is good at taking assessments, so it is not a true measure of growth. Hommel suggests making room for authentic and alternative assessments, giving students the flexibility to set the weight of an individual component and for contract grading which gives students a goal to accomplish over the semester. Hommel explored diagnostic, formative and summative assessments in the presentation, summarizing that Universal Design for Learning, allows for multiple means of action and expression.

Hommel then stated that interleaving is perhaps one of the most successful methods to deliver content and also assessments. Refer to the screenshot below from the presentation.

Alternative text: Screenshot from presentation that shows the difference between massed content and assessment versus interleaving of content and assessment.

Hommel ended the presentation with a suggestion to leverage technology whenever possible. Examples provided included polls, quizzing and the use of interactive textbooks.