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<NewsItem contentIssues="true" id="125419" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/125419">
<Title>Quality Matters Impact Program - Call to Participate</Title>
<Tagline>Faculty can apply for Fall/Spring cohorts</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p></p><p><span>The Quality Matters Impact program formally recognizes courses that meet Quality Matters (QM) standards and demonstrate exemplary online/hybrid course design. An extension of the award-winning </span><a href="https://pivot.umbc.edu/" rel="nofollow external" class="bo"><span>PIVOT program</span></a><span>, the call for participation in the Quality Matters Impact program is open now for the upcoming academic year with reviews scheduled in fall, spring, or summer. </span></p><p><span><span>Using the </span><a href="http://umbc.box.com/v/QMHEDRubric-6thEd" rel="nofollow external" class="bo"><span>6th edition of the QM Higher Education Rubric</span></a><span>, a formal QM course review is a collegial process to provide helpful recommendations for continuous improvement and reinforce effective, </span><a href="https://www.qualitymatters.org/research/curated-research-resources" rel="nofollow external" class="bo"><span>research-based practices</span></a><span> for online and hybrid course design. </span></span></p><p><span><span>A QM course review provides independent validation of quality, learner-focused course design. As of May 2022, </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/116866" rel="nofollow external" class="bo"><span>five</span></a><span> of the seven courses in </span><a href="https://www.qmprogram.org/qmresources/coursesearch/?program=2&amp;CourseNo=&amp;courseName=&amp;courseSubject=&amp;recognizedDateFrom=&amp;recognizedDateTo=&amp;Institutions=250,597,916,2285,2704,2776,2838,2842,2839,2840&amp;searchcourse=yes" rel="nofollow external" class="bo"><span>the University System of Maryland</span></a><span> certified by Quality Matters are taught by UMBC faculty. A course achieves QM Certification when it meets QM Rubric Standards at the 85% threshold or better and meets all Essential Standards. QM certification is valid for five years.</span></span></p><p><span><span>DoIT's Instructional Technology team manages the QM review process and facilitates the fully online, asynchronous </span><a href="https://www.qualitymatters.org/professional-development/workshops/higher-ed-appqmr" rel="nofollow external" class="bo"><span>Applying the Quality Matters Rubric</span></a><span> workshop designed to help instructors prepare for a QM course review.</span></span></p><p><span><span>When a course is deemed having met QM standards, the instructor is eligible to </span><a href="https://www.qualitymatters.org/qm-membership/faqs/how-to-display-qm-course-certification-mark" rel="nofollow external" class="bo"><span>display the QM Certification Mark</span></a><span> on the syllabus or within the course itself. To maintain QM certification, and be listed on </span><a href="https://www.qualitymatters.org/reviews-certifications/qm-certified-courses" rel="nofollow external" class="bo"><span>QM's website</span></a><span>, courses may be re-certified for an additional three years or officially reviewed again.</span></span></p><p><span><strong>Eligibility for full and part-time faculty</strong></span></p><ol><li><span>You have taught your course as online or hybrid for at least two semesters at UMBC.</span></li><li><span><span>You have proficiency with Blackboard by your ability to </span><a href="https://docs.google.com/spreadsheets/d/1446E4U0MGtCxmLXNRheRlnZkbmaY316rchQVszv4J2o/edit?usp=sharing" rel="nofollow external" class="bo"><span>demonstrate the skills</span></a><span> in at least six of the eight Skill Builder themes for Blackboard in a current or prior online or hybrid course.</span></span></li></ol><p><span><span>Faculty who meet the eligibility criteria are encouraged to apply by June 30, 2022 for early consideration and feedback. All QMI applications are due no later than July 31, 2022. </span></span></p><p><span>Applicants may choose one of two review types:</span></p><ul><li><span>QM Review: Full certification review with external reviewers.</span></li><li><span>QM Essentials: A partial review completed internally using QM's 23 Essential Standards.</span></li></ul><p><span><strong>Inclusion Criteria</strong></span></p><p><span>Faculty accepted into the QMI cohort agree to participate in the following activities:</span></p><ul><li><span>Attend a 45-minute orientation session (TBD)</span></li><li><span>Complete the </span><span>Applying the Quality Matters Rubric</span><span> (APPQMR) asynchronous workshop (2 weeks, </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/events/105391" rel="nofollow external" class="bo"><span>fully online July 12 - 26</span></a><span> or TBD January 2023)</span></li><li><span>Or, if you have successfully completed the APPQMR workshop, you will complete a Self-Review of the course you will take through the review process</span></li><li><span>Complete a QM self-review of your course (</span><span><em>recommended</em></span><span>)</span></li><li><span>Attend a pre-review conference call with your assigned review team as QM course review windows are fixed: </span><span>Once assigned, there are limited opportunities to reschedule</span><span>.</span></li><li><span>Implement recommendations to meet QM standards based on helpful suggestions from your assigned review team</span></li><li><span>Respond to both a QM survey and a QMI survey after the course review has concluded  </span></li><li><span>Participate on a future panel or record a testimonial about your experience</span></li></ul><p><span><span>Each accepted QMI applicant will be assigned an Instructional Design Specialist to answer Quality Matters questions and support your course prep for the QM review.</span></span></p><p><span><strong>Application Requirements</strong></span><span> </span></p><p><span>An application to participate in the Quality Matters Impact program must include both course-level objectives and unit-level objectives.</span></p><p><strong><span>Ready to submit? Please complete the </span><a href="https://forms.gle/kT5kLiaYGd5NPrYf6" rel="nofollow external" class="bo"><span>QMI application</span></a><span>.</span></strong></p><ul><li><span>For early consideration, submit an application by </span><span>June 30.</span></li><li><span>All QMI applications must be submitted by </span><span>July 31. </span></li></ul><p><span>Questions? Please reach out to one of the QM coordinators for UMBC: </span></p><p><a href="https://doit.umbc.edu/itnm/staff/hawken/" rel="nofollow external" class="bo"><span>Dr. Mariann Hawken</span></a>, <span>Director, Instructional Technology, </span><span><a href="mailto:mariannhawken@umbc.edu">mariannhawken@umbc.edu</a></span></p><p><span>Dr. Susan Biro</span><u>, </u><span>Manager, Online Learning, </span><span><a href="mailto:sbiro@umbc.edu">sbiro@umbc.edu</a> </span></p></span></div>
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<Summary>The Quality Matters Impact program formally recognizes courses that meet Quality Matters (QM) standards and demonstrate exemplary online/hybrid course design. An extension of the award-winning...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/125419/</Website>
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<Tag>online-hybrid</Tag>
<Tag>online-learning</Tag>
<Tag>pivot</Tag>
<Tag>qmi</Tag>
<Tag>quality-matters</Tag>
<Tag>quality-matters-impact</Tag>
<Group token="instructional-technology">Instructional Technology</Group>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Wed, 18 May 2022 10:22:28 -0400</PostedAt>
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<NewsItem contentIssues="true" id="118797" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/118797">
<Title>Instructional Technology Certified as QM Master Reviewers</Title>
<Tagline>Certification facilitates Quality Matters reviews at UMBC</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p><span>As part of UMBC's effort to recognize exemplary course design through the </span><a href="https://pivot.umbc.edu/course-design/quality-matters/quality-matters-impact/" rel="nofollow external" class="bo"><span>Quality Matters Impact</span></a><span> (QMI) pilot, a partnership with the Provost's Office </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/114854" rel="nofollow external" class="bo"><span>launched in FA2021</span></a><span> as an extension of the </span><a href="https://doit.umbc.edu/news/post/111756/" rel="nofollow external" class="bo"><span>award-winning</span></a><a href="https://pivot.umbc.edu/" rel="nofollow external" class="bo"><span>PIVOT</span></a><span> program, four Instructional Technology staff  are now fully certified as Master Reviewers by Quality Matters:</span></p><ul><li><span><a href="https://doit.umbc.edu/itnm/staff/wyatt/" rel="nofollow external" class="bo">Laura Wyatt</a>, Instructional Design Specialist</span></li><li><span><a href="https://doit.umbc.edu/itnm/staff/abrams/" rel="nofollow external" class="bo">Josh Abrams</a>, Instructional Design Specialist</span></li><li><span><a href="https://doit.umbc.edu/itnm/staff/ariev/" rel="nofollow external" class="bo">Dr. Peter Ariev</a>, Instructional Design Specialist</span></li><li><span><a href="http://doit.umbc.edu/itnm/staff/hawken/" rel="nofollow external" class="bo">Dr. Mariann Hawken</a>, Director, Instructional Technology</span></li></ul><p><span>The </span><a href="https://www.qualitymatters.org/professional-development/courses/higher-ed-mrc" rel="nofollow external" class="bo">Master Reviewer Certification</a><span> is an advanced certification for experienced QM Peer Reviewers. In a QM review, whether subscriber-managed like the ones at UMBC or facilitated by QM, Master Reviewers serve as Team Chairs for a QM review, ensuring the consistency of the peer review process, coordinating communicating between the team, and maintaining the overall review workflow. </span></p><p><span>Through the QMI, faculty participants received feedback from certified Quality Matters peer reviewers at UMBC and other online learning experts in the QM community. </span><span>A course achieves QM Certification when it meets QM Rubric Standards at the 85% threshold or better and meets all Essential Standards. </span><span>Currently, UMBC has <a href="https://my3.my.umbc.edu/groups/instructional-technology/posts/116866" rel="nofollow external" class="bo">five certified QM courses</a> through its QMI program. An additional eight courses are scheduled for review through mid-June.</span></p><p><span>For more information about the </span><a href="https://pivot.umbc.edu/course-design/quality-matters/quality-matters-impact/" rel="nofollow external" class="bo"><span>Quality Matters Impact program</span></a><span>, please contact the QM coordinators for UMBC:</span></p><p><span><a href="https://doit.umbc.edu/itnm/staff/hawken/" rel="nofollow external" class="bo">Dr. Mariann Hawken</a></span><br>Director, Instructional Technology<br><a href="mailto:mariannhawken@umbc.edu">mariannhawken@umbc.edu</a></p><p><span><a href="https://doit.umbc.edu/itnm/staff/biro/" rel="nofollow external" class="bo">Dr. Susan Biro</a><br>Manager, Online Learning</span><br><a href="mailto:sbiro@umbc.edu">sbiro@umbc.edu</a></p></span></div>
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<Summary>As part of UMBC's effort to recognize exemplary course design through the Quality Matters Impact (QMI) pilot, a partnership with the Provost's Office launched in FA2021 as an extension of the...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/118797</Website>
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<Tag>pivot</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Wed, 18 May 2022 09:13:54 -0400</PostedAt>
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<NewsItem contentIssues="true" id="125386" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/125386">
<Title>Coming Soon: Badging 100 and the Edu-Work Alignment</Title>
<Tagline>Webinar series highlights badging creation process at UMBC</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p><span>This summer Instructional Technology kicks off a webinar series designed to support those who want to learn, create, and issue digital badges that validate learner accomplishments, skills, and interests across a variety of learning experiences.</span></p><p><span>What are badges, you might ask? Badges represent microcredentials much in the way that a diploma represents a degree. </span></p><p><span>Badging and microcredentialing have become increasingly popular in higher education and professional workspaces dating back to 2011. Digital badges are validated indicators of an "accomplishment, skill, quality, or interest that can be earned in many learning environments." Microcredentials can reflect a range of learning experiences, starting with single competencies and progressing to meta-badges or micromasters. </span></p><p><span>Badging and microcredentials represent a shift from static educational records and transcripts to online, digital, and portable credentials that summarize a learner's achievement, skills, or competencies (Selingo, 2017). Badges may be issued across programs and categories that include, but are not limited to, the following:</span></p><ul><li><span><span>Curricular </span></span></li><li><span><span>Co-Curricular </span></span></li><li><span><span>Competency-based</span></span></li><li><span><span>Skills Preparation</span></span></li><li><span><span>Professional Development</span></span></li><li><span><span>Training </span></span></li></ul><p><span>Driven by employers and industry certification programs, there are increasingly more partnerships with higher education to create shorter-form micro-credentials that can ultimately stack into a learner's lifelong learning experience (Braxton et al., 2021). </span></p><p><span>Skill acquisition for the 21st century workforce may mean that learners are interested in particular knowledge, skills, or abilities in specialized or niche topics. Badging these accomplishments is a step toward ways in which higher education can explore or offer flexible, digital "credentialized packages" of learning and mastery. As a result, there has been increasing focus on skills-based learning, experiences that produce rich and higher-order skills, and a learner's ability to demonstrate acquisition of new competencies (Baker &amp; Jankowski, 2020). </span></p><p><span>Badging 100 is the first in a series of workshops designed to ensure individuals who wish to issue badges are comfortable with the process and understand what a badge entails. The Badging 100 workshop learning outcomes include:</span></p><ul><li><span><span>Define what a badge/microcredential is and explain its utility. </span></span></li><li><span><span>Describe how badging efforts promote equity in higher education.</span></span></li><li><span><span>Recall real-world use cases of badging at UMBC and abroad. </span></span></li><li><span><span>Explain the three main components of badging at UMBC: learn, create, issue.</span></span></li><li><span><span>Identify metadata required for badges.</span></span></li></ul><p><span>Badging 100 will be offered this summer. Who else in your office, department, discipline or program needs to come on this journey with you? More information about registration will be shared on the </span><a href="https://my3.my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo"><span>Instructional Technology myUMBC group</span></a><span>. </span></p><div><span><br></span></div><p><span>References:</span></p><p><span>Baker, G. R., &amp; Jankowski, N. A. (2020, June). </span><span>Documenting learning: The comprehensive </span><span>learner record</span><span>.(Occasional Paper No. 46). Urbana, IL: University of Illinois and Indiana </span><span>University, National Institute for Learning Outcomes Assessment.</span></p><p><span>Braxton, S., Sullivan, C., Wyatt, L., &amp; Monroe, J. (2021). </span><span>Capturing Student Achievements and Learning at the University of Maryland, Baltimore County: Digital Badging &amp; the Comprehensive Learner Record</span><span>. IGI Global.  </span></p><p><span>Selingo, Jeffrey J. (2017), </span><span>The future of the degree</span><span>. The Chronicle of Higher Education. <a href="https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/files/The-Future-Of-the-Degree-2017.pdf">https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/files/The-Future-Of-the-Degree-2017.pdf</a></span></p></span></div>
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<Summary>This summer Instructional Technology kicks off a webinar series designed to support those who want to learn, create, and issue digital badges that validate learner accomplishments, skills, and...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/new</Website>
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<Tag>badges</Tag>
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<NewsItem contentIssues="true" id="125342" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/125342">
<Title>Tom Penniston Promoted to Coordinator of Learning Analytics</Title>
<Tagline>Also accepted into competitive LA institute at NC State</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p><span>I am pleased to announce that </span><a href="https://doit.umbc.edu/itnm/staff/penniston/" rel="nofollow external" class="bo"><span>Tom Penniston</span></a><span> has accepted a new position as DoIT’s Coordinator of Learning Analytics. </span></p><p><span>In his new role, Tom will continue and extend his work to leverage institutional, academic, and learning analytics to inform course redesigns and improve student engagement and success. He will collaborate closely with DoIT’s </span><a href="https://analytics.umbc.edu/" rel="nofollow external" class="bo"><span>Analytics and Business Intelligence</span></a><span> team, the </span><a href="https://irads.umbc.edu/" rel="nofollow external" class="bo"><span>Office of Institutional Research and Decision Support</span></a><span> (IRADS), and of course faculty, including recipients of learning analytics “mini-grants” (the next </span><a href="https://doit.umbc.edu/analytics/community/mini-grants/" rel="nofollow external" class="bo"><span>CFP</span></a><span> is due 6/3/22), part of the UMBC’s </span><a href="https://doit.umbc.edu/analytics/community/" rel="nofollow external" class="bo"><span>Learning Analytics Community of Practice</span></a><span>.</span></p><p><span>We are also pleased to announce that Tom has been accepted into this year’s competitive Learning Analytics in STEM Education Research (</span><a href="https://www.fi.ncsu.edu/projects/laser-institute/" rel="nofollow external" class="bo"><span>LASER</span></a><span>) Institute hosted at NC State. More than 260 applications were received, and successful recipients also receive a $1,500 travel award and stipend. Before the pandemic, Tom had also completed the 2017 </span><a href="https://learnlab.org/" rel="nofollow external" class="bo"><span>“Learn Lab”</span></a><span>  </span><span>summer institute at Carnegie Mellon University.</span></p><p><span>In addition to writing several analytics-related DoIT News </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts?tag=penniston" rel="nofollow external" class="bo"><span>stories</span></a><span>, Tom recently co-authored a chapter, “</span><a href="https://doi.org/10.4324/9781003037736-7" rel="nofollow external" class="bo"><span>Scaling Course Design as Learning Analytics Variable</span></a><span>” (UMBC Box </span><a href="https://umbc.box.com/blrpvol3ch5jftpmsjw" rel="nofollow external" class="bo"><span>version</span></a><span>), and has presented at both the EDUCAUSE and American Educational Research Association (AERA) annual conferences.</span></p><p><span>Please join me in congratulating Tom on his new role.</span></p><p><span>John Fritz<br>Assoc. Vice President, Instructional Technology<br>Division of Information Technology <br></span></p><div><span><br></span></div></span></div>
]]>
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<Summary>I am pleased to announce that Tom Penniston has accepted a new position as DoIT’s Coordinator of Learning Analytics.   In his new role, Tom will continue and extend his work to leverage...</Summary>
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<PostedAt>Mon, 16 May 2022 10:23:44 -0400</PostedAt>
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<NewsItem contentIssues="true" id="119360" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119360">
<Title>Akindi Importer Tool Available on 7/1</Title>
<Tagline>Write Questions in MS Word and Quickly Add to Blackboard</Tagline>
<Body>
<![CDATA[
    <div class="html-content">In the spirit of promoting academic integrity in testing, faculty in both <a href="https://doit.umbc.edu/news/post/117418/" rel="nofollow external" class="bo">Biology</a> and <a href="https://doit.umbc.edu/itnm/post/97023/" rel="nofollow external" class="bo">Chemistry</a> have been leveraging <a href="https://wiki.umbc.edu/x/CoI6B" rel="nofollow external" class="bo">large question pools</a> in their courses. Beginning July 1, the Akindi Importer tool will be live and supported by DoIT as the newest addition to our assessment tool suite that also includes Akindi bubble sheet. This web-based platform helps faculty create large question pools for Blackboard courses.<div><br></div><div>A <a href="https://wiki.umbc.edu/x/6KuEC" rel="nofollow external" class="bo">new series of FAQs on the Akindi Importer</a> is now available. Supported question types include multiple choice, multiple answer, open ended question, fill in the blank, and matching. </div><div><br></div><div>The Akindi Importer is particularly useful for faculty who wish to create large Blackboard question pools efficiently and quickly.  Instead of manually creating one question at a time, faculty can create  assessment questions in Microsoft Word and use the Akindi Importer (via web browser) to upload the resulting QTI file to the course. Once imported, the Akindi QTI file may be used with other assessment features such as  randomization of questions or answers, and random blocks that limit the number of questions displayed from a pool. Unlike Respondus 4.0, Akindi Importer is available to all faculty regardless of their desktop's operating system. 
    </div><div><br></div><div><div>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</div><div><br></div><div><ul><li><a href="http://pivot.umbc.edu/" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a> | <a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a> | <a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a> </li><ul><li><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">What's new in Ultra?</a> | <a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo">Known Issues</a> </li></ul><li><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></li><li>Follow the <a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a> &amp; <a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a> myUMBC groups</li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></li></ul></div></div></div>
]]>
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<Summary>In the spirit of promoting academic integrity in testing, faculty in both Biology and Chemistry have been leveraging large question pools in their courses. Beginning July 1, the Akindi Importer...</Summary>
<Website>https://doit.umbc.edu/post/119246/</Website>
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<PostedAt>Wed, 11 May 2022 10:25:00 -0400</PostedAt>
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<NewsItem contentIssues="true" id="119246" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119246">
<Title>UMBC Migrates from Scantron to Akindi</Title>
<Tagline>New Platform Easier to Use and Supports Campus-Wide Analysis</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div>Last year, DoIT <a href="https://doit.umbc.edu/news/?id=101680" rel="nofollow external" class="bo">announced</a> the pilot of a tool called <a href="https://doit.umbc.edu/news/?id=101680" rel="nofollow external" class="bo">Akindi</a>, which serves as a Scantron alternative and allows instructors to print and score bubble sheets from any local printer/scanner. There has been nearly full campus-wide adoption since this time (while faculty also continue to <a href="https://doit.umbc.edu/news/?id=97023" rel="nofollow external" class="bo">use Blackboard for online exams</a>). In Fall 2019, the TSC graded 354 Scantron tests. In just two years, that number was down to 16 tests scored in Fall 2021, and we've only graded 4 tests during the current term. At the same time, we've seen 52 faculty members deploy Akindi in their courses across 242 assessments, and scanning nearly 21,000 bubble sheets. On April 1, Jordan Wilson scanned <a href="https://doit.umbc.edu/news/?id=118291" rel="nofollow external" class="bo">Akindi's 9 millionth bubble sheet</a> from Exam 1 in their CHEM 102L Introductory Chemistry Lab course. <br></div><div><br></div><blockquote><div>"Scanning the bubble sheets in the department [is] easy and very convenient. Akindi always gives very detailed statistics related to student performance." <br>~ Math &amp; Stats Faculty Member</div></blockquote><div><br></div><strong>After reviewing survey data of faculty who have used Akindi in their courses, coupled with the potential for pedagogical innovation, DoIT will only  support Akindi  assessments as of July 1, 2022.</strong><br><div><strong><br></strong></div>The primary benefits from this transition are improved flexibility and ease of use for faculty, and scalable analytics for the university. In particular, UMBC's adoption of Akindi provides additional insights into the relationship between testing, course design, and student success. DoIT has completed an initial exploratory analysis of these data.<br><br>Given the available data, in general, the test design did not appear to predict DFW rates. However, controlling for test features, there is an impact of <a href="https://doit.umbc.edu/analytics/community/events/event/101263/" rel="nofollow external" class="bo">course design</a> on DFW rates, which has a much more consequential relationship with DFW rates than does the internal consistency of the assessments, or other test attributes. The level of student engagement in a course, as measured by proxy using Bb course interactions, also reduces the potential for negative outcomes. <br><br>Future analyses would benefit from more diverse testing pools including additional courses, departments, and colleges. It may also be possible to join Akindi and Bb assessment data to get a more comprehensive view of the relationship between course outcomes and various indicators of assessment design. <br><div><br></div><div>~By <a href="https://doit.umbc.edu/itnm/staff/penniston/" rel="nofollow external" class="bo">Tom Penniston</a> &amp; <a href="https://doit.umbc.edu/itnm/staff/collin-sullivan/" rel="nofollow external" class="bo">Collin Sullivan</a><br></div><br></div>
]]>
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<Summary>Last year, DoIT announced the pilot of a tool called Akindi, which serves as a Scantron alternative and allows instructors to print and score bubble sheets from any local printer/scanner. There...</Summary>
<Website>https://doit.umbc.edu/post/119246/</Website>
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<NewsItem contentIssues="true" id="119215" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119215">
<Title>Postponed: Equitable &amp; Inclusive Course for Faculty</Title>
<Tagline>An immersive cohort on equity and inclusive course design</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div><span><strong><em>After much consideration of the workshop facilitators and subject matter experts, we have decided not to offer a session during Fall 2022. We hope to offer a session during Spring 2023. Thank you for understanding.</em></strong></span></div><div><span><br></span></div><div><span>In Fall 2022, an immersive, 10-week workshop launches for faculty and staff, designed to create and improve intentionally inclusive and equitable courses. Using conversation and reflection, the program leverages a variety of course design and instructional strategies to support faculty in creating and supporting their own responsive and inclusive classrooms.</span></div><div><br></div><div>This program is a collaborative effort, created and facilitated by Instructional Technology, the Faculty Development Center, the Office of Equity and Inclusion, Initiatives for Identity, Inclusion &amp; Belonging, Student Conduct and Community Standards, and the Office of Student Disability Services with faculty partners leading sessions.</div><div><br></div><div>The course learning outcomes include: </div><div><ol><li>Create a personal philosophy of equitable and inclusive pedagogy.</li><li>Evaluate strategies to address challenges of equity and inclusion.</li><li>Identify key elements of course design that can promote equity and inclusion to benefit all students.</li><li>Reflect on teaching and learning experiences as part of an inclusive community of inquiry.</li></ol></div><div><span>Participants will be expected to complete an asynchronous module per week (approximately a 30-minute weekly time commitment) and attend 5 synchronous sessions to explore a variety of topics. Upon completion of the course, participants will earn a micro-credential to demonstrate mastery of knowledge and skills acquired throughout the course.  </span></div><div><br></div><div>The course is scheduled to begin in mid-September 2022. More information about registration will be shared on the <a href="https://my3.my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology myUMBC group</a> in early August. </div><div><br></div><div>For any questions or additional information, please contact <a href="mailto:joshabrams@umbc.edu" rel="nofollow external" class="bo">Josh Abrams</a> or <a href="mailto:collinsullivan@umbc.edu" rel="nofollow external" class="bo">Collin Sullivan</a>. </div><div><br></div></div>
]]>
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<Summary>After much consideration of the workshop facilitators and subject matter experts, we have decided not to offer a session during Fall 2022. We hope to offer a session during Spring 2023. Thank you...</Summary>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Thu, 05 May 2022 11:55:41 -0400</PostedAt>
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<NewsItem contentIssues="true" id="119139" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119139">
<Title>Workflow improvements for Ultra grading &amp; assessments in May</Title>
<Tagline>New test question filter for student assessment experience</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div>As the semester concludes, the May update to Ultra brings some improvements centered on assessment and grading workflows and usability improvements.</div><div><ul><li>Weighted Calculations: With this upgrade, instructors can configure the weighted overall grade using an empty grade category. You will no longer need to have an empty assessment or any assessment in the category to assign a weight.</li><li>Prohibit Late Submissions: To prevent instructors from inadvertently triggering submission of in-progress and saved assignment attempts, instructors cannot change the due dates to a date in the past when students have submitted attempts. Moreover, if a due date has passed, the instructor cannot select the prohibit late submission setting. </li><li>Journal enhancements: Choose how many entries display on the page with improvement navigation and pagination. Students may make unlimited entries now and instructors will see a count of graded journals.</li><li>Undo and redo setting in Bb Annotate: This enhancement allows instructors and graders to easily undo or redo an annotation to a student's file submission when grading. It is not applicable to comments.</li></ul></div><div>A major improvement to the student test taking experience is a new question filter with unanswered question warning. The question filter allows students to complete questions they know first and skip harder ones, using the filter to quickly return to skipped questions or to find specific formats of questions such as essay responses. If a student submits a test with unanswered questions, Ultra with alert students with a warning, showing the number of unanswered questions. If a student continues to work on the test, the filter will automatically display only the unanswered questions. </div><div><br></div><div><img src="https://help.blackboard.com/sites/default/files/images/2022-04/learn_ultra_instructor_TestQuestionFiltering_Question%20filter.png" width="500" alt="Example of question filtering option for student" style="max-width: 100%; height: auto;"></div><div><em>Image: Example of question filtering option for students</em></div><div><br></div><div>Additionally, based on feedback from students in Ultra courses, students may now choose to hide the timer on a timed test, which may reduce pressure and anxiety during assessments. While the timer may be hidden, the timer icon will remain visible to alert students that the test is timed and allow them to easily view the remaining time on the test as needed.</div><div><span><br></span></div><div><span>A session time-out warning is available to both Original and Ultra courses. When a user is idle for over three hours the session ends, but there are times when a user may be working, but the system considers them idle -- for example, authoring a discussion post. In this update, users will receive a warning at least six minutes before the session ends. If you close the warning before the session ends, your session will extend for another three hours. However, if you are away from the session when the warning appears, even if you close the message, you will be logged out because you were away too long.</span></div><div><span><br></span></div><div><span>The <a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">next update</a> to our test environment will take place on May 10, 2022. Faculty who are interested in test driving new features before they are released to production should </span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">open an RT ticket</a><span> to request early access. </span><span>Please </span><a href="http://umbc.edu/go/ultra" rel="nofollow external" class="bo">watch the FAQs</a><span>, including </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">the What's New with Ultra page</a><span>, </span><span>and myUMBC for additional information about Ultra.</span></div><div><span><br></span></div><div><span>As always, if you have any questions about teaching, learning, and technology at UMBC, please consider the following options:</span></div><div><div><div><ul><li><span><a href="http://pivot.umbc.edu" rel="nofollow external" class="bo">PIVOT</a> | <a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo">Academic Continuity</a></span><span> </span><span>|</span><span> </span><span><a href="https://fdc.umbc.edu/teaching/keep-on-teaching/" rel="nofollow external" class="bo">Keep On Teaching</a></span><span> </span><span>|</span><span> </span><span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo">Student Technology Resources</a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a><span> </span></li><ul><li><span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo"><span>What's new in Ultra?</span></a><span> </span><span>|</span><span> </span><a href="https://wiki.umbc.edu/x/bwrSAQ" rel="nofollow external" class="bo"><span>Known Issues</span></a><span> </span></span></li></ul><li><span><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></span></li><li><span>Follow the </span><a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a><span> &amp; </span><a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a><span> myUMBC groups</span></li><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a><span> with <a href="http://doit.umbc.edu/itnm/staff" rel="nofollow external" class="bo">instructional technology staff</a></span></li></ul></div></div></div></div>
]]>
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<Summary>As the semester concludes, the May update to Ultra brings some improvements centered on assessment and grading workflows and usability improvements.    Weighted Calculations: With this upgrade,...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/119139</Website>
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<Tag>blackboard</Tag>
<Tag>ultra-experience</Tag>
<Tag>ultra-update</Tag>
<Group token="instructional-technology">Instructional Technology</Group>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Tue, 03 May 2022 09:40:55 -0400</PostedAt>
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<NewsItem contentIssues="true" id="119137" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119137">
<Title>SU2022 Courses Created in Blackboard on April 29, 2022</Title>
<Body>
<![CDATA[
    <div class="html-content"><p>Blackboard course shells for SU2022 <a href="https://wiki.umbc.edu/x/eYHGAw" rel="nofollow external" class="bo">were created</a> on April 29, 2022.</p><p><span>The </span><a href="https://wiki.umbc.edu/x/VIdnB" rel="nofollow external" class="bo"><span>Ultra Course Preview</span></a><span> setting is again enabled in SU2022 courses, which allows faculty</span><span> to convert a new Original course to see what it </span><span><a href="https://wiki.umbc.edu/x/VIdnB" rel="nofollow external" class="bo">looks like in Ultra</a></span><span> and <a href="https://wiki.umbc.edu/x/_AQ9BQ" rel="nofollow external" class="bo">adopt Ultra</a>. </span><span>Please review the </span><a href="https://wiki.umbc.edu/x/LohnB" rel="nofollow external" class="bo">release notes</a><span> for </span><a href="https://my3.my.umbc.edu/groups/instructional-technology/posts?tag=ultra-update" rel="nofollow external" class="bo">the latest updates</a><span> to </span><a href="https://wiki.umbc.edu/x/04ZnB" rel="nofollow external" class="bo">compare Original and Ultra tools</a> since m<span>any new features and tools are available to <a href="https://docs.google.com/spreadsheets/d/1kkG0toIfhmykbbwCeSDd8NopHp19CH7D5rPd95mxji8/edit?usp=sharing" rel="nofollow external" class="bo">increase Ultra's parity</a> with Original. Have a question about Ultra? Ask <a href="https://wiki.umbc.edu/x/kAU9BQ" rel="nofollow external" class="bo">an Ultra Ambassador</a>!</span></p><p><span>Ally, an </span><a href="https://doit.umbc.edu/news/?id=82487" rel="nofollow external" class="bo"><span>accessibility tool</span></a><span>, is also enabled in all course shells. Ally automatically scans uploaded and created course content, then performs a series of steps to make that content more accessible. Please review the </span><a href="https://wiki.umbc.edu/x/2IGdB" rel="nofollow external" class="bo"><span>Ally FAQs</span></a><span> for more information about the </span><a href="https://wiki.umbc.edu/x/_YGdB" rel="nofollow external" class="bo"><span>accessibility indicators</span></a><span> on course content and </span><a href="https://wiki.umbc.edu/x/3IGdB" rel="nofollow external" class="bo"><span>alternative formats</span></a><span>.</span></p><p><span>For faculty who will be teaching hybrid or online, the instructional technology team would like to share several resources to support online course development and instruction.</span></p><ol><li><span>Choose from our </span><a href="https://pivot.umbc.edu/pivot-solo/" rel="nofollow external" class="bo">PIVOT Solo</a><span> lessons to refresh or enhance your online teaching preparation. Five key topics cover course organization, active learning, community building, assessment, and supporting students. </span></li><li><span>Explore </span><a href="https://umbc.hosted.panopto.com/Panopto/Pages/Sessions/List.aspx#folderID=%2274ac9d58-1779-44c1-92b7-ab6900dfe6e9%22" rel="nofollow external" class="bo">our Panopto folder</a><span> for a wide variety of recorded webinars on various instructional technologies available at UMBC.</span></li></ol><div><strong>About Course Creation</strong></div><div><span><br></span></div><div><span>Bb shells for </span><span>SU2022</span><span> are available for all courses (designated as lecture, lab, field or discussion) listed in the </span><a href="http://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">UMBC Schedule of Classes (SOC)</a><span>, provided that there is an </span><a href="http://www.umbc.edu/blogs/oit-news/archives/2010/08/how_new_employe_1.html" rel="nofollow external" class="bo">instructor of record</a><span> listed. As new course sections and/or instructors are added to the SOC by </span><a href="https://registrar.umbc.edu/services/classroom-scheduling/" rel="nofollow external" class="bo">Department Scheduling Coordinators</a><span>, corresponding Bb shells are automatically generated overnight. </span></div><ul><li>If you are an instructor, and your name is not associated with the course you are teaching in the <a href="http://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">SOC</a>, please see your <a href="https://registrar.umbc.edu/services/classroom-scheduling/" rel="nofollow external" class="bo">Departmental Scheduling Coordinator</a> to resolve the issue. Once you are listed in the <a href="https://my.umbc.edu/go/schedule" rel="nofollow external" class="bo">SOC</a>, your Bb course shell will be created automatically. </li><li>If you and your <a href="https://registrar.umbc.edu/services/classroom-scheduling/" rel="nofollow external" class="bo">Department Scheduling Coordinator</a> believe you are correctly assigned as the instructor of record in the SOC and you do not see your course shell in Blackboard, please submit a Request Tracker (RT) ticket via <a href="https://my.umbc.edu/help" rel="nofollow external" class="bo">my.umbc.edu/help</a>.</li><li>If you need a Bb shell for a research or independent study course, please submit a <a href="http://www.umbc.edu/doit/blackboard/requestbbshell.html" rel="nofollow external" class="bo">new course request</a>.</li></ul><p>Instructors who teach multiple sections of the same course will find those enrollments merged into one Bb course shell. These sections may be split upon <a href="https://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">request by an RT ticket</a>, which we recommend <a href="https://wiki.umbc.edu/x/d4HGAw" rel="nofollow external" class="bo">submitting at least one week</a> before the semester starts, if not as soon as courses are created in Blackboard. NOTE: Courses should not be split after student grade data and engagement activity is recorded since it will be purged as part of the separation process.</p><p>Student enrollment in Bb mirrors the official registration in SA and updates hourly. However, courses are not accessible to students by default until the instructor of record <a href="https://wiki.umbc.edu/pages/viewpage.action?pageId%3D1867862" rel="nofollow external" class="bo">makes them available</a>.</p><p>As always, if you have any questions, please consider the following options:</p><ul><li><span><a href="https://doit.umbc.edu/itnm/academic-continuity/" rel="nofollow external" class="bo"><span>Academic Continuity</span></a><span> | </span><a href="https://fdc.umbc.edu/resources/keep-on-teaching/" rel="nofollow external" class="bo"><span>Keep On Teaching</span></a><span> | </span><a href="https://doit.umbc.edu/students" rel="nofollow external" class="bo"><span>Student Technology Resources</span></a></span></li><li><a href="http://www.umbc.edu/faq" rel="nofollow external" class="bo">Check our extensive FAQ collection</a> </li><li><a href="http://my.umbc.edu/go/request-help" rel="nofollow external" class="bo">Open a ticket via RT</a></li><li>Follow the <a href="http://my.umbc.edu/groups/instructional-technology" rel="nofollow external" class="bo">Instructional Technology</a> &amp; <a href="http://my.umbc.edu/groups/doit" rel="nofollow external" class="bo">DoIT</a> myUMBC groups</li><ul><li>Sign up for <a href="https://my3.my.umbc.edu/groups/instructional-technology/events" rel="nofollow external" class="bo">a webinar &amp; other training</a> </li></ul><li><a href="http://doit.umbc.edu/itnm/staff/" rel="nofollow external" class="bo">Request a consult</a> with instructional technology staff</li></ul></div>
]]>
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<Summary>Blackboard course shells for SU2022 were created on April 29, 2022.  The Ultra Course Preview setting is again enabled in SU2022 courses, which allows faculty to convert a new Original course to...</Summary>
<Website>https://my3.my.umbc.edu/groups/instructional-technology/posts/119137</Website>
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<Tag>blackboard</Tag>
<Tag>course-creation</Tag>
<Tag>su2022</Tag>
<Tag>summer</Tag>
<Tag>ultra-course-preview</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Tue, 03 May 2022 09:14:48 -0400</PostedAt>
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<NewsItem contentIssues="true" id="119088" important="false" status="posted" url="https://beta.my.umbc.edu/groups/oer/posts/119088">
<Title>SP22 Survey Shines Light on Faculty Testing</Title>
<Tagline>Key themes: academic integrity, accommodations, testing ctr.</Tagline>
<Body>
<![CDATA[
    <div class="html-content">In an effort to gather information on how faculty design and administer tests, DoIT collaborated with the Faculty Development Center (FDC) and Student Disability Services (SDS) to create and distribute a short survey to all 941 instructional faculty teaching in Spring 22. There were 157 complete submissions, representing a 17% response rate. Of these survey participants, 78% were full-time faculty, and about half (54%) were Associate, Assistant, or Full Professor. Almost all were from CAHSS (48%), CNMS (24%), or COEIT (22%), and 86% primarily teach undergraduate students.<br><br><div>The quantitative data, as illustrated below in <em>Figure 1</em>, indicate that faculty teaching larger courses and those teaching courses with high percentages of the overall grade contingent on a small number of tests (i.e., high-stakes testing) are considerably more concerned about academic integrity. Also, the survey's open responses suggest instructors believe assessments are important, but were not of a single voice in regards to balancing formative and summative approaches in face-to-face and virtual environments. <br></div><div><br></div><div><strong>Figure 1: Percent of Final Grade from High-stakes Testing, by Course Enrollment</strong></div><img src="https://my3.my.umbc.edu/groups/instructional-technology/posts/119088/attachments/43292" style="max-width: 100%; height: auto;"><br><div><br></div><div>The majority of respondents (59%) taught classes of 50 or fewer students, and about one in five (19%) taught classes with more than 100 students. Additionally, of those instructors teaching courses with at least half of their students' final grades determined by high-stakes tests, 72% agreed or strongly agreed that "Academic integrity on high-stake assessments is a major concern in my course(s)." That same level of sentiment is shared with less than half (49%) of instructors with grading schemas that are not as dependent on high-stakes testing.</div><br>Academic integrity is approached in several ways, including the use of psychology (lecturing students and/or acknowledgment of an "honor" statement or pledge) and overall design of the assessments, such as question banks, randomization, synchronous testing, and, in direct conflict with student accomodation concerns, time constraints.<sup>1</sup> These approaches are carried out in two different environments: in-person and online. In the case of the former, respondents indicated traditional means of face-to-face proctoring. With the latter, instructors may use Blackboard, along with the Respondus Lockdown Browser, and potentially the Monitor option. Other respondents described having their students turn their computer cameras on during the assessments. Plagiarism checkers such as SafeAssign and Turnitin are also leveraged.<br><br>There is an acknowledgement by some, however, that there may not be anything that can be done to fully redress issues concerning academic integrity "other than theatrics." As one respondent noted, "it is impossible to keep students from posting the questions (from memory) on the Internet as soon as they are done with their own test." Some stated, however, that they believe their tests are relatively impervious to cheating due to the tailoring and formatting of the questions. Others stated they didn't think they have a big problem with cheating, or did little to curtail it beyond making sure students aren't using their phones or looking at other students' papers, which can be of particular concern when rooms are at full seating capacity.<br><br>The student disability-based testing accommodations described universally involve faculty providing more time on assessments for individual students, or through the course of the pandemic, expanding the testing window for all students. Few faculty indicated a pervasiveness of need, with some emphasizing how few occurrences of student accommodations they've received in their teaching careers. Additionally, multiple respondents seemed to be under the false impression that SDS has a testing center to support this need, rather than just ad hoc space allocation that is only available for SDS registered students with disabilities. Meaning it is not for general make up test proctoring for all students, can only seat 15 students at a time, and has computer stations only intended for specialized assistive technology needs..<br><br>Interestingly, when asked about the possibility of a dedicated UMBC testing center, only 14% of respondents teaching 50 or more students don't believe a testing center would help them; none of the respondents teaching more than 100 students are of that opinion. In fact, several respondents voiced support for this kind of facility, with one saying "I would be THRILLED for a testing center at UMBC!"<br><br>Some faculty, however, never use high-stakes testing. They may choose not to due to a lack of familiarity or experience with it (e.g., having begun teaching during the pandemic), while other instructors stated they did not believe in using high-stakes assessments on pedagogical grounds, or employ qualitatively graded assessments, such as case studies or written assessments, rather than discrete answer assessments. These types of assessments, of course, can still be high stakes, although much more difficult to scale for larger classes than multiple choice bubble sheets. Other faculty described offering more "smaller" assignments or quizzes. One respondent specifically cited their PIVOT training for adoption of this "best practice."<sup>2</sup> Of those who did make use of high-stakes assessments, some stated they were important to encourage students' motivation to learn. "You have to have some high-stakes testing to get students to study," responded one instructor.<br><br><div>In short, faculty vary in their approach to testing, but there are similarities based on course enrollment size and discipline/college. Also, adoption of a testing center could potentially benefit faculty conducting testing, particularly in high-stakes/enrollment environments to support academic integrity and accessibility needs.</div><div><br></div><div>[1] As one respondent points out, "Many institutions also offer disability accommodations within a broader testing center, which helps to reduce stigma for students with disabilities."<br></div><div>[2] About one in five respondents are now offering fewer high stakes tests since the pandemic shift to online learning.<br></div><div><br></div><div>~By <a href="https://doit.umbc.edu/itnm/staff/penniston/" rel="nofollow external" class="bo">Tom Penniston</a><br></div></div>
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</Body>
<Summary>In an effort to gather information on how faculty design and administer tests, DoIT collaborated with the Faculty Development Center (FDC) and Student Disability Services (SDS) to create and...</Summary>
<Website>https://doit.umbc.edu/post/119088/</Website>
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<Tag>high-stakes</Tag>
<Tag>itnm</Tag>
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<Sponsor>Instructional Technology</Sponsor>
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<PostedAt>Mon, 02 May 2022 13:30:19 -0400</PostedAt>
<EditAt>Mon, 02 May 2022 14:56:49 -0400</EditAt>
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