Report: Anonymous Student Evaluations

Report regarding the whether state university faculty must submit to anonymous student evaluations. Includes information from the Kentucky Attorney General and College Heights Herald articles

Life in the Times of Coronavirus

Stories from DMACC students, faculty, and staff.https://openspace.dmacc.edu/coronaviruslife/1021/thumbnail.jp

Life in the Times of Coronavirus

Stories from DMACC students, faculty, and staff.https://openspace.dmacc.edu/coronaviruslife/1018/thumbnail.jp

Life in the Times of Coronavirus

Stories from DMACC students, faculty, and staffhttps://openspace.dmacc.edu/coronaviruslife/1016/thumbnail.jp

Life in the Times of Coronavirus

Stories by DMACC students, faculty, and staffhttps://openspace.dmacc.edu/coronaviruslife/1015/thumbnail.jp

Life in the Times of Coronavirus

Stories from DMACC students, faculty, and staff.https://openspace.dmacc.edu/coronaviruslife/1003/thumbnail.jp

Life in the Times of Coronavirus

Stories from DMACC students, faculty, and staff.https://openspace.dmacc.edu/coronaviruslife/1005/thumbnail.jp

Does Health Class Affect Students\u27 Decision Making?

The effectiveness of high school health education curriculum which is evaluated through anonymous student response in a behavior and life style survey that is given before students take health education and again after they have taken health education to determine if they have made changes in their decision making and lifestyle choices

Closing the communications loop on the computerized peer‐assessment of essays

The use of self‐ and peer‐assessment is not new to higher education. Traditionally its use has required the complex and time‐consuming management of coursework submissions by the tutor, in an attempt to maintain validity and anonymity of the assessment process. In the last few years a number of computerized systems have been developed that are capable of automatically supporting, managing and performing the assessment process. The requirement for student anonymity and the release of the tutor from the process of marking have reduced the ability to develop the iterative process of feedback. This feedback is considered essential in supporting student learning and developing reflective practice. This paper describes the enhancement of a computerized assessment system to support anonymous computer‐mediated discussion between marker and marked having previously performed peer‐assessment. A detailed description is provided of the integrated assessment process, and an analysis of the use of this anonymous discussion is presented. Anonymous student feedback is presented and analyzed with respect to the perceived benefits of using the system with respect to enhancing the student learning process