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IN & BEYOND THE CLASSROOM
Make sure you are assessing and evaluating what you want your
students to learn!
Two key questions are:
-- What do you want students to know/think/be able to do?
-- How will you know if they know/ think/can do it?
Inspired by notes form Elena Berman
Topic 6Topic 7 -
Assessment, Testing & Grading
Class topics:
- Importance of
assessment, multiple modes of assessment, multi-tiered assessment
- Better tests and testing; pretests and post-tests, proving feedback,
IF-AT form
- Different philosophies & mechanics of grading (normative vs.
criterion-based)
- Suggestions for designing grading rubrics
- Overall assessment of learning: using a Table of Specifications
Follow-up Reading:
- Visit the
UA Outcomes
Assessment site to learn about assessment at the
departmental, college and university level
[ there seem to be a lot of broken links on this site, but read
what you can find]
READING
PREPARATION
"Classroom dynamics, strategies for improving class time,
ethical issues"
-
Read “Effective
Lectures”
http://utc.arizona.edu/resources/thinkingseries/vol1_2.html
-
Read: Science
Teaching Reconsidered
(Chapter 8)
Getting to Know your Students
- Read:
the results of the 2003 UA Faculty Survey on Disruptive Classroom Behavior:
http://info-center.ccit.arizona.edu/~dos/Assets/pdffiles/facultysurveytwo.pdf
- Read
through the UA Library’s Avoiding Plagiarism site:
http://www.library.arizona.edu/help/tutorials/plagiarism/index.html
Read also:
Anti Plagiarism Strategies
http://www.virtualsalt.com/antiplag.htm
A good overview of strategies to prevent plagiarism
HOMEWORK --
[NOTE: work on these and develop drafts to submit to me for input during
our month of March "hiatus." Ideally you will incorporate one or more of
these into your end-of-semester teaching presentation.]
- Design a
draft “Table of Specifications” to illustrate how you
will assess whether students achieved one or more of the expected
learning outcomes you wrote earlier:
Here's the example of my
TABLE OF SPECIFICATION for my NATS
101 course (MS Word doc)
- Design a
grading rubric for the learning activity you are
developing.
-
Design three test questions that will assess student
learning of the concept you are going to teach in your teaching
demo/learning activity
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