Feedback on the course work – Logic Chapter Project
Write response to below written text and attachment. Responses should show evidence of the following:
Constructive review of submission and adherence to the assignment’s instructions.
Suggestions for additional modifications or considerations.
Do you see any additional barriers?
Do you have thoughts on how it could be revised?
Text:
What access skills are involved in demonstrating what they’ve learned, and how might those present barriers? Refer back to the construct relevance checklist on the weekly reading for guidance. And don’t forget to consider accessibility as well!
I have already taken some steps in making this more universally designed, as I replaced an exam with this assignment three semesters ago, but there is still room to improve. This is the only major assignment in the course that connects to my previous assignment. Other assignments in this unit are in-class activities that may not translate well for this assignment. For these reasons, I chose my project to improve.
In this assignment, I require students to submit a Word or pdf document, currently. Typing skills are construct-irrelevant. There may also be barriers and accessibility issues for students using different types of technology when inserting logic symbols and tables. I could instead allow students to submit using different formats, such as a narrated video or slideshow. I can also include a helpful video on how to insert logic symbols in common word processing technology.
The instructions for this assignment are in written form, so if students have issues with reading comprehension, this could also create a barrier. I could consider an optional video to watch that explains the instructions as an alternative for these students. In the past, some students have struggled with instructions. Many of my students are traditional college students, but many are first-generation college students. There are also many non-math majors in this course. The non-math majors sometimes struggle with formal mathematical notation and communicating mathematics.
To help with this, I have walked through some of the instructions in my face-to-face class. In an online environment, the video might be a good way to have that discussion with the class. I have also started collecting rough drafts so that if students drastically misunderstand instructions, they can have a second attempt at the assignment without losing points. I can also provide student samples to help students understand how the assignment should be presented.
