Institutional Change: Changing how educators assess their students with the help of Canvas. Robert Gray & Magnus Nerheim University of Bergen

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1 Institutional Change: Changing how educators assess their students with the help of Canvas Robert Gray & Magnus Nerheim University of Bergen

2 Who we are Robert Gray Associate Professor of University Pedagogy Magnus Svendsen Nerheim Project manager DigUiB Digital assessment

3 Canvas at UiB In Spring 2016, UiB launched Mitt UiB Based on the open source version of Canvas UNIVERSITETET I BERGEN

4 One Key Issue Canvas is based on an American model of assessment in higher education Most of its tools are designed to support continuous assessment that can be formative or summative. That is, they are designed so that students submit products and receive feedback throughout the semester.

5 Norwegian Way Video

6 One key issue, cont d The Norwegian system maintains a strict separation between undervisning and vurdering. As a result, there are many real and perceived barriers to implementing formative assessment practices.

7 Another issue, cont d But how can we get instructors to do this right? And how do we know if it works?

8 Assessment for Learning

9 Alternative Assessment Video

10 Assessment for Learning Not a one-time or periodic occurrence Should be an ongoing process 1. Establish Learning Goals 4. Use the Results 2. Provide Learning Opportunities 3. Assess Student Learning Suskie, L. (2004). UNIVERSITETET I BERGEN

11 Alternative Assessment I used to think it meant anything but multiplechoice Now, I think it means anything but skoleeksamen.

12 What TALIDA entails UNIVERSITETET I BERGEN

13 What the Project Entails Redesign and Evaluation of at least 20 courses across the University 29 participants Workshops Visits to other universities Researching effectiveness Support and collaboration UNIVERSITETET I BERGEN

14 Participants by Faculty Faculty # Det humanistiske fakultet 4 Det juridiske fakultet 1 Det matematisk-naturvitenskapelige fakultet 7 Det medisinsk-odontologiske fakultet 4 Det psykologiske fakultet 6 Det samfunns-vitenskapelige fakultet 5 Fakultet for kunst, musikk og design 2 Total 29

15 Deliverables and Expectations Participants are to redesign at least one course by revising assessment plan Evaluate intended learning outcome descriptions Ensure that assessments and learning activities align with those outcomes Evaluate whether the redesign improves student learning UNIVERSITETET I BERGEN

16 Workshops Dee Fink Learning-Centered Course Design June 2017 Elizabeth Barkley Promoting & Assessing Engaged Learning September 2017 UNIVERSITETET I BERGEN

17 UPED Courses Vurdering og vurderingsformer Fall 2017 Led by Yael Harlap and Rob Gray Digital Assessment Spring 2018 Led by Arild Raaheim and Rob Gray UNIVERSITETET I BERGEN

18 Travel Opportunities The point of these trips is to visit other universities to learn how they have implemented similar initiatives across their campuses. 2 US trips 2 UK trips 1-2 EU trips UNIVERSITETET I BERGEN

19 Support and Collaboration Individual support from us and others from Universitetspedagogikk, Læringsstøtte, & Læringslab Group support from cohort and smaller, interdisciplinary groups Monthly get-togethers to discuss progress Concerted effort to produce articles, conference presentations, posters, testimonials, videos, etc.

20 Why is any of this important?

21 Back When I Was in College Information/knowledge was scarce It existed only On library shelves In the minds of experts UNIVERSITETET I BERGEN

22 But Now Information is everywhere Virtually all knowledge is at our (and our students ) fingertips Our epistemologies are shifting Being educated is about navigating knowledge, not just possessing information UNIVERSITETET I BERGEN

23 So Our Teaching Needs to Change Information transfer (in the form of lectures) just doesn t make sense anymore We need to stop giving answers and start asking questions UNIVERSITETET I BERGEN

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26 Why do you lecture? PROGRAM FOR UNIVERSITETSPEDAGOGIKK

27 Why Active Learning? UNIVERSITETET I BERGEN

28 Learning from Lectures Learning is not an act of recording. But rather an act of interpretation. An act of (re)writing UNIVERSITETET I BERGEN

29 (Re)Theorizing Instruction I do not know which to prefer, The beauty of inflections Or the beauty of innuendoes, The blackbird whistling Or just after. Wallace Stevens Thirteen Ways of Looking at a Blackbird UNIVERSITETET I BERGEN

30 Resonance An instructor s statement, in whatever media, is ultimately fleeting. It doesn t live on On its own In the consciousness of the students But rather in how it is appropriated by that consciousness In how it resonates in that consciousness UNIVERSITETET I BERGEN

31 Assessment in Canvas

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33 Tools available in Canvas Announcements Modules / Pages / Files Discussions Quizzes Assignments Office 365 SpeedGrader Outcomes Grades Calendar Library Reading List Literature Kiosk + Many External Tools PROGRAM FOR UNIVERSITETSPEDAGOGIKK

34 Outcomes

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38 Assignments

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42 Rubrics

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46 Peer Review Assignments

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49 Quizzes

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52 Discussions

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57 The result? UNIVERSITETET I BERGEN

58 Getting started on Developing resources on implementation of digital tools for the benefit of teaching and learning what can I do here? Quantifying we can t do that here and influence University policy Setting up the necessary collaborations for further developing teaching and learning at the University, we ll help you do that! Solidifying the model for systems interaction and quantifying needs for further development we d like to do that here.

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