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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 6  -  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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