Assessing Flipped Classrooms
We discuss a mixed methods approach for assessing the flipped classroom, which we applied to a school-wide initiative starting in the fall of 2013. Assessment of a flipped classroom is, in many ways, no different than rigorous assessment of any good pedag
- PDF / 308,076 Bytes
- 18 Pages / 439.37 x 666.142 pts Page_size
- 72 Downloads / 201 Views
Assessing Flipped Classrooms Renee M. Clark and Mary Besterfield-Sacre
Abstract We discuss a mixed methods approach for assessing the flipped classroom, which we applied to a school-wide initiative starting in the fall of 2013. Assessment of a flipped classroom is, in many ways, no different than rigorous assessment of any good pedagogy. Assessment planning must first consider the objectives of the pedagogical initiative. The critical question we asked was “What educational gains or advantages should students experience as a result of course flipping?” We then focused on the selection of instruments and protocols for measurement. To study student learning and achievement, we analysed pre-flip versus flip exam and homework results and formally interviewed instructors. To investigate in-class engagement and active learning, we conducted classroom observation using a validated protocol. Using web analytics video access data, we investigated preparation with the flipped classroom and its relationship to achievement. Finally, to assess student perceptions, we used an evaluation survey tailored to the flipped classroom and a research-based classroom environment instrument. A comprehensive and thorough assessment plan provides the advantage of both formative and summative data for an initiative and can guide future directions with it. Keywords Flipped classroom · Assessment · Evaluation · Educational objectives · Learning outcomes
R.M. Clark (*) · M. Besterfield-Sacre University of Pittsburgh, Pittsburgh, USA e-mail: [email protected] M. Besterfield-Sacre e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 C. Reidsema et al. (eds.), The Flipped Classroom, DOI 10.1007/978-981-10-3413-8_4
57
58
R.M. Clark and M. Besterfield-Sacre
4.1 Introduction and Literature Review A comprehensive plan for assessing an educational initiative or intervention can provide both summative and formative information and enable faculty to measure and influence ultimate attainment of the objectives. Our school of engineering formally began a flipped classroom initiative in the fall of 2013 to drive active learning, student engagement and ultimately enhanced learning. The flipped courses consisted of freshman through senior-level courses in introductory programming, statics/mechanics, mechanical design, bio-thermodynamics, facilities layout/material handling, and chemical engineering dynamics and modelling. In our flipped classrooms, students demonstrated and practiced their skills during class after having received the foundational knowledge via instructor-created video lectures. To thoroughly assess the initiative, we developed a mixed methods plan involving both direct and indirect measurements, which we successfully applied over the course of multiple semesters. Good assessment first considers the educational objectives and goals of the pedagogical initiative or particular course and then aligns the assessment methods with the objectives and intended outcomes, as discussed in the literature (Wiggins and McTighe 2005;
Data Loading...
