Recently, I bemoaned the poor attendance record of my students this semester. By mid-semester, over half were chronically absent, having missed 10% or more of their classes. I followed that piece with this one: It’s Time to Start Teaching Your Students How to Be a Student. This led some faculty members to call for a larger Denison-wide conversation on this issue. I hope this happens.
While it’s tempting to lament the shortcomings of “kids these days,” it’s also crucial to re-evaluate some of our longstanding practices. For instance, the belief in a “one-size-fits-all” approach to assessment is outdated. The assumption that the same assessment method is suitable for every student might seem to create a fair baseline, but in reality, it overlooks the diversity of student needs and strengths. Some students excel in timed tests, others in written papers, and yet others in presentations.
In her insightful article, “Beyond One-Size-Fits-All: Harnessing Assignment Menus for Student Choice in Learning,” Michele Poulos explores how offering a menu of assessment choices can significantly enhance student engagement and learning. This approach not only respects individual learning styles but also promotes a more inclusive and supportive learning environment. As educators, it’s time to refresh our teaching strategies to better accommodate the varied ways students learn and demonstrate their understanding.