Realizing what really matters—and adjusting assessment accordingly
Insights from Dr. Jeanette Landin, Assistant Professor of Business and Accounting at Landmark College in Putney, Vermont, USA:
“The transition from on-campus to online has been challenging for every student with whom I interact, either as a professor or an advisor. Landmark College’s students all have learning differences (e.g., dyslexia, ADHD, and autism spectrum disorders) and their on-campus experience involved frequent contact and support. To maintain that high-contact atmosphere, professors have been offering a daily office hour per course to facilitate 1:1 discussion that often goes beyond course concepts to include executive function challenges, struggles of working with low-bandwidth internet, expressions of grief that often appear as low motivation, and the fear of not being able to comprehend or complete work without the support they need.
Accordingly, grading considerations in my classes have shifted from rigid deadlines and late penalties to a much gentler approach that allows students to work at their own pace and accommodates their various learning needs. I created a weekly thread in which students can self-assess their work during the week, tell me what they completed, share how they feel about their progress, and voice any concerns they have. This practice has evolved into a sort of shared evaluation process, and students have noted where they think they can do better during the next week.”
| 
No hay comentarios:
Publicar un comentario