Classroom Assessment Techniques

Teaching and Learning in the 21st Century

Teaching and Learning in Higher Education

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Classroom Assessment Techniques

Fridays from 2-4 PM

• Session 1: February 14
• Session 2: March 14
• Session 3: April 18

Instructor: Dr. Joan Naake

Description: This series explores informal techniques for assessing student learning that faculty can immediately implement in their courses. To enhance student success, these techniques enable faculty to gain feedback on what, how much, and how well students are learning before a test. These techniques aim to bridge the gap between what students are learning and what faculty are teaching. Finally, the techniques are not time-consuming, are not threatening, and are very simple to implement. This seminar is based on the text: “Classroom Assessment Techniques: A Handbook for College Teachers” by Pat Cross and Tom Angelo, which participants will receive.
PARTICIPANTS MUST ATTEND ALL THREE SESSIONS IN FULL TO RECEIVE CREDIT.

Outcomes: Upon completion, participants will be able to:

• Implement classroom assessment techniques that bridge the gap between the teacher’s instruction and the students’ learning
• Assess what, how much, and how well each student has learned
• Assess the learning skills and motivational skills of the students
• Reflect on the instructional skills of the instructor

 Register in Workday

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Teaching and Learning in the 21st Century

Fridays from 2-4 PM

• Session 1: February 14
• Session 2: March 14
• Session 3: April 18

Instructor: Gloria Barron

Description: This series will support faculties’ course development, instruction, and assessment that targets four essential digital-age learning objectives: critical thinking, creativity, communication, and collaboration. Participants will learn about and apply the Technological Pedagogical Content Knowledge (TPACK) framework and SAMR Model to design technology-rich learning activities/learning units for use in their professional settings. PARTICIPANTS MUST ATTEND ALL THREE SESSIONS IN FULL TO RECEIVE CREDIT.

Outcomes: Upon completion, participants will be able to:

• Describe four elements that support learning in today’s digital age—critical thinking, creativity, communication, and collaboration— and analyze the interdependence of each element in support of knowledge acquisition
• Analyze the relationship between instructors’ understanding of technological, pedagogical, content knowledge, and lesson enhancement and transformation.
• Explain how TPACK and SAMR support the development of critical thinking, creativity, communication, and collaboration among learners.
• Design a lesson and activities that integrate the practical use of technology into a broader educational setting.

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Teaching and Learning in Higher Education

Format: asynchronous, hosted on Blackboard

• Duration: 9 hours (over six weeks)
• Dates: Sunday, February 16 through Saturday, April 5, 2025

Instructor: Phil Bonner

Description: Fundamentals of Teaching and Learning is a six–week, asynchronous course for Montgomery College faculty focused on enhancing instructional practices. The course requires approximately nine hours of work from participants. Through three modules—Pedagogy in Higher Education, Active Learning Strategies, and Assessment and Feedback—participants will explore learning theories as they apply to higher education, inclusive teaching, active learning techniques, and effective feedback and assessment methods. Each module includes readings, interactive discussions, and reflective journal entries to deepen learning. The course culminates in a final project in which faculty reflect on what they have learned and how they plan to implement some of the ideas and strategies.

NOTE: This course is reserved for a specific cohort of full–time faculty. If any seats are available after that cohort has registered, ELITE will open the remaining seats on a first-come, first-served basis.

Outcomes: By the end of this course, participants will be able to:

• Enumerate the seven principles of good practice in higher education.
• Define student-centered learning and explain why it is important in higher education.
• Explain the major learning theories and how they apply to the higher education environment.
• Integrate inclusive teaching practices to create an equitable learning environment that addresses diverse student needs.
• Apply at least two active learning strategies to enhance student engagement and participation in their courses.
• Develop at least two alternative assessments that effectively measure student understanding beyond traditional testing.

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