assessment – Adventures in Oceanography and Teaching

Currently reading Zeivots et al. (2026) on “Assessment design through co-design: reimagining assessment design practices in higher education”

mglessmer — Mon, 23 Mar 2026 19:28:02 +0000

When browsing Zeivots et al. (2026)’s article “Assessment design through co-design: reimagining assessment design practices in higher education“, one sentence caught my eye: “Students could see how their input mattered without the expectation that every suggestion would be enacted“. Since I am currently really interested in partnership and negotiations there, I then had to read […]

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Currently reading: Emerson (2026) on ““It Honestly Made Me Want to Work Harder”: Student Evaluation of Using Ungrading in an Online Asynchronous Course”

mglessmer — Thu, 26 Feb 2026 19:09:23 +0000

As I am thinking more and more about the details of our upcoming MOOC on “Teaching for Sustainability”, I am less and less convinced that I actually want to have automated certification at the end. So Emerson (2026) on ““It Honestly Made Me Want to Work Harder”: Student Evaluation of Using Ungrading in an Online Asynchronous […]

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Currently reading Cheng et al. (2025) on “Sycophantic AI decreases prosocial intentions and promotes dependence” and Corbin et al. (2025) on “The wicked problem of AI and assessment”

mglessmer — Mon, 16 Feb 2026 19:52:28 +0000

Another fun GenAI article, today Cheng et al. (2025) on AITA stories and sycophantic models! Sycophancy is the behaviour of excessive flattering or agreeing with people even when they are wrong, and it is something that GenAI models do. Compared to YTA/NTA responses in reddit’s “am I the asshole” thread (I love studies that draw […]

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Notes from Gerald Decelles III’s trial lecture & PhD defense

mglessmer — Sat, 07 Feb 2026 16:28:40 +0000

Last week, I had a great day listening first to the trial lecture and then the defense of Gerald Decelles III’s PhD thesis, and it was so inspiring! Both his trial lecture and defense were such excellent presentations that I have to compile my notes into a blog post to process my thoughts. In the […]

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Currently reading Fawns et al. (2026) on “Identifying what our students have learned: a framework for practical assessment validation”

mglessmer — Wed, 04 Feb 2026 17:43:23 +0000

It is really difficult to know if students have learned what we wanted them to learn, and especially when we have to collect evidence of that learning for a valid assessment — the best we can do is look for proxies that we take to stand for bigger and more complex outcomes. But “[t]he proxies […]

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Catching up on some reading on sustainability teaching

Mirjam — Sun, 04 Jan 2026 13:16:02 +0000

I have a bunch of articles that were recommended during our LTHEChat on teaching sustainability last year that have been sitting in a special folder, waiting for a day like today where the best thing to do (right after a dip and a looong, comfy breakfast) is to curl up on the couch and read. […]

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Listening to a podcast on the validity of assessments, and on feeding two birds with one scone

mglessmer — Sun, 02 Nov 2025 07:48:56 +0000

I was listening to an episode of “dead ideas in teaching and learning” on my walk back from dipping this morning (now you can really see that fall has come!) and I really enjoyed it and can well imagine using as at “recommended listening” to prepare participants for workshops on AI and/or assessment. The main […]

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Currently reading Gravett (2025) on “Authentic assessment as relational pedagogy”

mglessmer — Mon, 18 Aug 2025 10:03:14 +0000

Authentic assessment is often understood as students doing practical, real-life, mostly outside-of-university tasks (and universities are often perceived as not part of the “real world” even though they should be, as Lockard & Bloch-Schulman (2023) also discussed). Recently, authentic assessment is even sometimes called upon as the antidote to students cheating with GenAI. But, as […]

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Catching up on some reading about mastery-based testing and feedback

mglessmer — Thu, 07 Aug 2025 17:20:57 +0000

Testing drives learning, at least to some extent. Testing can also cause a lot of stress and anxiety that hinder learning. But there might be a way of testing that actually benefits learning without causing too much stress: Mastery-based testing, provided it is combined with good feedback! Asher et al. (2025) describe how they base […]

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Currently reading up on Classroom Assessment Techniques

mglessmer — Mon, 04 Aug 2025 11:47:15 +0000

I’m currently preparing several courses and this book “Classroom Assessment Techniques” has been on my “to read during the summer” pile since last summer or so… So it was about time I moved it to my desk and dug into it! The book exists in much newer editions, this just happens to be the one […]

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