Examining Learning

• In analyzing student learning, we can study how other teachers have undertaken this task in their portfolios. In doing so, we can pay attention to:
  • What questions about student learning matter most to the teacher?
  • How is student work selected, i.e. which assignments, which students?
  • What data is used and how is the analysis carried out?
  • How is the learning analysis described.
  • How is disciplinary expertise expressed by the teacher carrying out the analysis?
  • How is disciplinary expertise leveraged in:
    1. the choice of question about student learning that was asked?
    2. the interpretation of student work?
    3. the kind of data gathered?
    4. the kind of analysis undertaken?
• Some illustrative examples:
  • Jennifer Meta Robinson, Literature. Targeted inquiry using a tailored, in-class elicitation and textual analysis (p12).
  • John Durbin, German. Distribution of correct/incorrect answers to quiz questions. (p8 and 25).
  • Dana Fritz, Drawing. Pre-test/Post-test and student self-reflective comments. (p5)
  • Jun Wang, Computer Science. Interpretation of final by letter grade grouping. (p13, p12)