Inclusive Teaching Dialogue Series: Beyond Relative Grading- Assessments that Support Learning
Location: LUMS Learning Institute- Ground Floor Academic Block (Out-Gate Entrance; Opposite OSA)
Dates: October 18th, 2024
Workshop description
How do we get students to look beyond the grade? What might I do to support diverse learners through assessment? How do we authentically assess learning? What are the ethics of assessment? If you are asking one or more of these questions, join us for a lively exploration of how assessment can drive deeper learning and help you reflect on your own teaching. This workshop is for faculty who want to critically review their own practices to better engage diverse students in the learning process.
Outcomes:
Identify and critically review personal assumptions about learning and assessments
Understand how different types of assessment impact learning
Discuss how to support diverse learners through assessment
Plan assessments that engage students in their own learning
Advanced Preparation
None
Time Commitment
It is a one-day long workshop
Workshop delivery
The workshop includes interactive activities, mini lectures, and individual time for reflection and work. Participants should bring at least one course outline for which they would like to develop innovative assessment practices.
Registration
To register for the workshop, please use the button below.
Cancellations
If you need to cancel your participation in this workshop, please email at lli@lums.edu.pk as soon as possible as there are people on the waitlist who wish to attend the session.
Dr. Jessica Albrent holds an EdD in Entrepreneurial Leadership in Education from Johns Hopkins University. She also possesses a BA in English Language and Literature, an MA in Elementary Education and Teaching, and an MEd in Educational Leadership from George Mason University.
With over 15 years of experience as a K-12 educator across six countries, Dr. Albrent’s research interests focus on assessments and educational access inequalities. She is currently engaged in a research project titled “Data Use Practices in Educational Systems in Lahore,” which aims to comprehensively study how schools in Lahore utilize data to inform their decision-making processes.
