Free Resources to Inform your Learning Design

The case for including writing tasks in an assessment strategy has some very powerful arguments on its side. For starters, writing is itself a fundamental skill that is important in a wide variety of settings. Written communication is required for virtually every role in the modern economy, and so it makes sense to want to know whether students, colleagues, and job applicants can write effectively. Continue Reading WRITING TASKS

The case for including writing tasks in an assessment strategy has some very powerful arguments on its side. For starters, writing is itself a fundamental skill that is important in a wide variety of settings. Written communication is required for virtually every role in the modern economy, and so it makes sense to want to know whether students, colleagues, and job applicants can write effectively. Continue Reading Writing Tasks

Multiple answer (select all that apply) questions share many of the advantages and disadvantages of multiple choice questions, their close cousin. However, instead of asking the learner to select exactly one choice, multiple answer questions ask you to choose all the options that fit the description in the question stem. For example, you could be given a list of numbers and be asked to click on those that are prime, or you could be given a list of animals and be asked to select all of the insects, and so on. Continue Reading MULTIPLE ANSWER (SELECT ALL THAT APPLY) QUESTIONS

Assessment is measurement, and there are many things worth measuring in learning environments. We want to know what learners know and what they can do so that we can tell whether learning objectives have been achieved and what role learning experiences played in helping people accomplish those objectives. Continue Reading ASSESSMENT DESIGN AT SECOND AVENUE LEARNING

Assessment is measurement, and there are many things worth measuring in learning environments. We want to know what learners know and what they can do so that we can tell whether learning objectives have been achieved and what role learning experiences played in helping people accomplish those objectives. Continue Reading Assessment Design at Second Avenue Learning

Writing good assessments is of course a major part of learning design, but before anyone writes any questions, it’s worth putting some thought into deciding which question types you want to include. You may want multiple choice questions, but you might want other item types as well. Or maybe you want something completely different. To make sense of this decision, we’ve constructed this overview of the process of choosing item types, and in subsequent posts we’ll provide an analysis of the strengths and weaknesses of the most common (and even some of the less common) item types. Continue Reading CHOOSING ASSESSMENT ITEM TYPES

When we design assessments at Second Avenue Learning, we remember our experiences as learners. As learners, we remember when tests were fair, clear, and well-connected with what we were supposed to be learning. That doesn’t mean that we necessarily enjoyed the testing experience, but we could tell when a test was well designed. We also remembered what it felt like to take tests that were confusing and arbitrary. Continue Reading WHAT MAKES A GOOD ASSESSMENT?

When we design assessments at Second Avenue Learning, we remember our experiences as learners. As learners, we remember when tests were fair, clear, and well-connected with what we were supposed to be learning. Continue Reading What Makes a Good Assessment?

Imagine that you’re a visitor from another world, examining the US education system. Much of the experience would be pretty close to what you might expect of Earthlings, but you might be surprised to find out how much time we spend on tests. And it isn’t just taking the tests, either. It’s also the time preparing for the tests, reviewing key concepts, practicing under realistic and time-pressured conditions, and getting students ready for the psychological aspects of testing. Continue Reading TESTING SHOULD PROMOTE LEARNING GOALS (AND NOT THE OTHER WAY AROUND)

Gamification is trending these days. Or is it game-based learning? Or serious games? Or something else? Does it really make a difference? It’s possible to create an intricate matrix of terms and definitions on this subject,1 but does that really help anyone? Continue Reading GAMIFICATION VS. GAME-BASED LEARNING

Gamification is trending these days. Or is it game-based learning? Or serious games? Or something else? Continue Reading Blog: Gamification vs. Game-Based Learning

Recently, I joined our CEO, Tory VanVoorhis, on a panel to discuss the potential of games in the world of assessment. We explained what games can do, how to build them, and key questions to get you started. To motivate the discussion, we asked the attendees to identify the skills that they might like to measure with games. Here are the skills that were mentioned most often: Continue Reading WHAT WOULD YOU WANT TO MEASURE USING GAMES?

Recently, I joined our CEO, Tory VanVoorhis, on a panel to discuss the potential of games in the world of assessment. Continue Reading Blog: What Would You Want to Measure Using Games

Realizing the potential of learning design is no simple task. Still, at Second Avenue, we’ve found that there are principles which, if applied, make successful outcomes more likely. Here are some of the most important learning design best practices: Continue Reading LEARNING DESIGN BEST PRACTICES

When we design, we unite purpose and action by determining how to best accomplish our goals. When we design learning, we do everything that needs to happen to ensure that learning experiences are effective, efficient, and relevant to learners. This includes: Continue Reading WHY LEARNING DESIGN IS MORE IMPORTANT THAN EVER

In Edtech Is Trapped in Ben Bloom’s Basement,1 Jared Silver identifies a paradox in learning technology: technically, our gadgets and software are more sophisticated than ever, but the learning goals that this technology serves tend to be stuck in the basics. Educational technology should be helping us analyze the world around us, evaluate claims, and create new possibilities, but too much of what we do is focused on memorization, paraphrasing, and simply following instructions. Continue Reading FLIPPING BLOOM’S

Despite the title, Matt Greenfield’s Sources of Hope for Education Technology in 20181 presents a sobering account of the challenges we face in leveraging technology to improve educational outcomes. Continue Reading Inspiration, Play, and Narrowing Inequality

Accessibility is a commitment to support learners with diverse backgrounds and needs by giving all learners equitable access to content. Continue Reading Infographic: Accessibility

Best practice for Publishers, Educational Institutions, and Educators. Continue Reading Accessibility Best Practices

Across the country people stopped to experience the solar eclipse on Monday, August 21st. Total solar eclipses happen infrequently. Continue Reading What Defines a Teachable Moment: Solar Eclipse 2017

Second Avenue Learning’s team was happy to sponsor last week’s New Media Consortium Conference, which took place in Boston, Massachusetts. Continue Reading Redefining User Experience (UX): Our Top Takeaway from the NMC Conference 2017

Six disruptors in the gaming industry converged at our new space in downtown Rochester to discuss the future of game design and development, and Rochester’s role as a hub for the gaming industry. Continue Reading Rochester’s Impact on the Future of Game Development