Spanning the Memory Gap: Difference between revisions
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We can help our students change the way they learn by changing the way we assess that learning. By focusing the semester on repeated, low-stakes formative assessments and student self-assessments, we can make our jobs and our students' jobs easier. | We can help our students change the way they learn by changing the way we assess that learning. By focusing the semester on repeated, low-stakes formative assessments and student self-assessments, we can make our jobs and our students' jobs easier. | ||
== Recording == | |||
The sound quality may be a little rough in places, but it should be audible. | |||
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== Resources == | == Resources == | ||
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[[Category: CAT+FD]] | [[Category: CAT+FD]] | ||
[[Category: CAT+FD 2021-2022]] | [[Category: CAT+FD 2021-2022]] | ||
Latest revision as of 11:51, 20 January 2022
We can help our students change the way they learn by changing the way we assess that learning. By focusing the semester on repeated, low-stakes formative assessments and student self-assessments, we can make our jobs and our students' jobs easier.
Recording
The sound quality may be a little rough in places, but it should be audible.
Resources
- Gonzalez, J. (2016, December 11). 6 powerful learning strategies you must share with students. 6 Powerful Learning Strategies You MUST Share with Students. Retrieved October 4, 2021, from https://www.cultofpedagogy.com/learning-strategies/.
- Roediger, H. L., 3rd, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
- Schmidt, S.J. (2015), Make It Stick: The Science of Successful Learning. Journal of Food Science Education, 14: 142-144. https://doi.org/10.1111/1541-4329.12075
- Sohlberg, R., Olsson, F., & Gander, P. (2021). The Effect of Forward Testing as a Function of Test Occasions and Study Material. Behavioral sciences (Basel, Switzerland), 11(9), 114. https://doi.org/10.3390/bs11090114