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CATEGORIES:Colloquia / Seminar / Lecture
DESCRIPTION:RSVP \n\nIn the spring of 2020\, COVID-19 and the sudden moveme
 nt to online instruction forced many educators to consider whether the peda
 gogical methods and assessments that had worked in their in-person classroo
 ms would work as effectively online. For us\, our primary concern was to fi
 nd ways to encourage and measure student participation. Historically\, we h
 ad simply told the students we expected them to participate and then relied
  heavily on our own observations of the students’ engagement in class and w
 ith the course materials. As we moved online\, this approach fell apart. A 
 student could be deeply engaged and yet have their camera turned off. Anoth
 er student may never raise their virtual hand\, but would use the chat faci
 lity to make insightful comments on the material. It quickly became clear t
 hat our traditional norms around student participation were not valid in th
 is online paradigm.\n\nWhile our concerns about assessment began with parti
 cipation\, we quickly realized that what we were facing was a more general 
 challenge: How do we motivate students to engage deeply with the material a
 nd lean into the types of classroom activities that will produce meaningful
  and long-lasting intellectual growth? This led us to investigate the princ
 iples upon which real\, deep learning is based and create a theoretically-m
 otivated framework for assessment design\, which we call ARC. It stands for
  Autonomy\, Reflection\, and Community\, and we used it to create an assess
 ment approach that fostered student participation. With ARC\, we created an
  environment where students are given the opportunity to take ownership of 
 their learning\, reflect on their participation\, and feel motivated to col
 laborate\, rather than compete\, in a community of learners. In this talk\,
  we will describe the ARC framework and our experience applying it to parti
 cipation in a master’s level\, discussion-based data science class in Sprin
 g 2021. We will also demonstrate how the ARC framework might be used in a d
 ifferent type of course. We will leave time toward the end of the session f
 or the audience to explore how they might apply ARC to design their own ass
 essments and guide their students toward intellectual growth.
DTEND:20220311T164500Z
DTSTAMP:20260411T105714Z
DTSTART:20220311T153000Z
LOCATION:
SEQUENCE:0
SUMMARY:LInc Talk: The “ARC” of Assessment Design to Foster Student Partici
 pation
UID:tag:localist.com\,2008:EventInstance_39175758579930
URL:https://events.seas.harvard.edu/event/linc_talk_the_arc_of_assessment_d
 esign_to_foster_student_participation
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