Learn more about scalable, innovative assessment strategies tailored for large undergraduate courses where instructors face time and workload challenges in this workshop. Participants will explore diverse methods, including self-grading, peer assessment, rubrics for actionable feedback, and technology-enhanced tools like e-assessments and interactive eBooks. Through case studies, practical examples, and collaborative activities, attendees will develop a mini action plan to implement effective assessments in their own teaching contexts. By the end of this workshop, participants will be prepared to:

• Identify common challenges in assessing large undergraduate courses
• Explore rubrics in examples to streamline grading and feedback via different assessment methods
• Develop a mini action plan for implementing scalable assessments in participants’ own contexts

Instructors

Xiaoxia Zhang, Indiana University

Workshop Schedule

This one-session workshop meets online in Zoom on Friday, October 10th at 10-11:30pm Gulf / 2-3:30pm Eastern / 1-2:30pm Central / 11am-12:30pm Pacific/Arizona.

Audience

This workshop is designed for participants who would like to learn more about assessment strategies for large undergraduate courses.

Registration and Enrollment

No cap, registration opens on Monday, September 15th at 10am CT and closes on the day of the workshop.

REGISTER NOW

Accessibility

If you have access needs, please let us know what they are. Contact Zoe Zuleger (zmzuleger@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Using alt-text on images in reading materials
• Sending pre-session reminders to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

About CIRTL Programming

CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.

This course supports the following CIRTL learning goals at an introductory and intermediate level:

• Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
• Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.