Regionalism: Assessing Students' Academic Resilience Through Reading and Response Activities

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Author(s): Perry Jason Camacho Pangelinan (University of Guam, Guam), Royce Camacho (University of Guam, Guam)and Arline Leon Guerrero (University of Guam, Guam)
Copyright: 2020
Pages: 17
Source title: Optimizing Higher Education Learning Through Activities and Assessments
Source Author(s)/Editor(s): Yukiko Inoue-Smith (University of Guam, Guam)and Troy McVey (University of Guam, Guam)
DOI: 10.4018/978-1-7998-4036-7.ch014

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

This chapter examined work produced by students identified as CHamoru in order to assess learning outcomes in the first-year seminar course at UOG. As part of the first-year seminar course curriculum, students are tasked to compose a resiliency essay, partially in response to Blaz' Nihi Ta Hasso, Remembrances of the Occupation Years in World War II. This chapter examined 56 students' responses to a survey on a regional publication, resiliency theme-based, completed as a required course assignment. Learning outcomes were assessed using both a rubric, designed by UOG faculty, and identification of authentic evidence in the form of emerging ideas to support rubric scores.

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Regionalism: Assessing Students' Academic Resilience Through Reading and Response Activities

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