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CHEER UP - Cambridge Handbook of Engineering Education Research - Updated Perspectives - Jim Pellegrino & Sean Brophy - Shared screen with speaker view
Aditya Johri
03:00
Hi All, Welcome to today's session!
Aditya Johri
03:45
Please feel free to introduce yourself here
Aditya Johri
04:15
Please post any questions in Q&A
Claudia Torres Garibay
04:39
Hello, this is Claudia Torres Garibay from Oregon Tech.
Nicole Ramo
04:52
Hi Everyone - I am Nicole Ramo; an Instructional Post-doc from University of Michigan's Biomedical Engineering Department
Adrian Nat Gentry
04:54
Hi this is Nat from Purdue ENE
Joana Marques Melo
05:22
Hello! This is Joana Marques Melo from Purdue
John Tingerthal
06:02
Hi. I'm John Tingerthal from Northern Arizona University
Christine McGrail
06:56
Hi, Chris McGrail from UMass Amherst
Taylor Williams
10:38
Hello from Arkansas. Taylor Williams from Harding University. I'm also a PhD candidate at Purdue in engineering education, advised by Kerrie Douglas.
Cindy Rottmann
12:36
Cindy Rottmann from the University of Toronto
Cindy Rottmann
14:43
For anybody introducing yourselves in the chat—select “all panelists and attendees” not “all panelists"
Aditya Johri
15:01
Thanks Cindy, I was just going to mention that.
Cindy Rottmann
15:30
Thanks for hosting Aditya.
Cindy Rottmann
15:51
Great discussions so far this summer.
Marnie Jamieson
16:01
Hi! Marnie Jamieson University of Alberta, Hi Cindy!
Betul Bilgin
16:06
Hi, Betul Bilgin from University of Illinois of Chicago (UIC)
Qin Liu
16:36
Hi Cindy again! Hello all, I am Qin Liu, from the University of Toronto
Cindy Rottmann
18:00
haha…hi Marnie and Qin…the Canadians are turning out in decent numbers.
Jeff Paul
19:06
Jeff Paul here. PhD candidate from UofM.Will these slides be made available?
Lisa Romkey
19:22
Hi - Lisa Romkey from the University of Toronto (Hi Qin, Marnie and Cindy!)
Jeff Paul
19:27
(University of Manitoba = UofM)
Aditya Johri
19:28
@Jeff - I'll ask Jim and Sean.
Jeff Paul
23:25
Sorry, I think I missed the why on the IRT curve; which is "more desired"?
Cindy Rottmann
23:51
Hi Lisa and Jeff
Marnie Jamieson
25:43
@Jeff My understanding is that the probability of a student getting the answer correct should be indicative of their developing knowledge. So a student who has mastered the item has a very high probability of getting the right answer and the student who just heard about it has a low probability.
Jeff Paul
26:56
@Marnie. Thanks. So the "step function" assessments are better at dividing those who have mastered it from those that are still learning.
Marnie Jamieson
29:44
@Jeff yes. So the intent is not to trick students - it is to better understand where they are at to help them address what they still need to learn so they can be more likely to master (and thus get the right answer). In my opinion a good exam will use questions at a variety of learning levels in different questions.
Jeff Paul
32:05
@Marnie. Interesting. So, the exam, as a whole, should have a shallow curve with good distribution. But each question should have a sharp curve.Hmm...
Aditya Johri
35:04
@Stephanie - I don't think this is from CHEER
Marnie Jamieson
36:27
@Jeff or you have a multiple choice question - one could give part marks for answers that are derived from different levels of understanding or competence and I think it depends on whether you are writing a formative quiz or a summative quiz.
Andrea Goncher
40:06
If anyone has questions for the panelists, please try to submit them to the Q&A feature.
Jeff Paul
47:28
I love the comment that "assessments drive what students know."This is so true, and, as discussed in the paper, assessments assist learning. Even if that is not their core goal.
Kai Jun (KJ) Chew
49:13
@Jeff, I agree. because of the nature of higher ed (students have to strategize their time, and assessments are part of their deliverables), students tend to learn to assessment. I think we as instructors should consider that while designing assessments, even if they are not meant to be so originally.
Maimuna Begum Kali
59:50
Missed the beginning!! is there any way to watch the webinar later??
Nicole Ramo
01:00:30
http://bit.do/cheerupvideos for the recordings
Aditya Johri
01:00:34
Recordings available at: http://bit.do/cheerupvideos
Aditya Johri
01:00:44
@ Nicole - Thanks
Maimuna Begum Kali
01:02:00
Thanks!!
Aditya Johri
01:04:00
Jim's email: pellegjw@uic.edu
Marnie Jamieson
01:04:46
Thank you for a very interesting and relevant talk as we re-evaluate what a valid assessment looks like in a remote and online learning environments.
Lisa Benson
01:04:49
Thank you, Sean, Jim and Aditya!
Aditya Johri
01:05:05
Sean's email: sbrophy@purdue.edu
Taylor Williams
01:06:10
This was incredibly useful. Thank you, Jim, Sean, and Aditya!
R Mishael Sedas
01:08:19
Thank you all!
Aditya Johri
01:08:25
Thanks!