| Using Rubrics to Grade | ||||||
Rubrics are instructional tools that benefit both the instructor and the student. This session will focus on the rubric as a grading tool. Participants will begin construction of a rubric specific to their course and discuss ways to use the rubric in grading. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. |
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| Using Rubrics to Encourage Self-Assessment | ||||||
Rubrics are often used as a scoring tool but they can also serve as an instructional tool for student reflection and self-evaluation. This session focuses on the rubric as a tool to be used by students as they work through an assignment. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. |
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| Informal Assessment with Dr. Duane Roen - CLTE Podcast | ||
Informal Assessment with Dr. Duane Roen (Part 1) [14:39, mp3, 16.8MB] Informal Assessment with Dr. Duane Roen (Part 2) [7:50, mp3, 9MB] A topical interview on using informal assessment strategies in learner-center courses, with Arizona State University master educator Dr. Duane Roen. In Part 1 of this episode, introduces practical strategies, examples, and tips for performing informal classroom assessments with emphasis on incorporating these assessments as a regular and ongoing part of the instructional delivery process. Dr. Roen shares examples from his own years of experience in teaching and learning which include three quick and very flexible informal assessment strategies (Muddiest Point, Entree Slip, Exit Slip). Part 2 introduces variations of the three previously shared informal assessment strategies (Muddiest Point, Entree Slip, Exit Slip) and identifies common pitfalls and provides ideas for addressing them. Real classroom examples illustrate how informal assessments can make a noticable difference for both students and teachers. |
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| Designing and Assessing Writing Assignments with Dr. Sandra Nagy - CLTE Podcast | ||
https://clte.asu.edu/podcasts/audiofiles/007.mp3 [15:32, mp3, 17.81MB] Dr. Sandra Nagy, a master educator at Arizona State University, talks about deliberately integrating “field-specific” writing assignments into student coursework. This episode delves into the importance of incorporating the "Writing Across the Curriculum" approach for all subject areas. Dr. Nagy discusses incorporating writing assignments into small and large enrollment classes, identifies what students ought to be writing about, and proposes that writing be included in formal assessments. This discussion also concentrates on evaluating student writing, providing appropriate feedback, and encouraging rewriting. |
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| Classroom Assessment Techniques: The One Minute Paper/The Muddiest Point | ||
The One Minute Paper is a technique that provides a quick and simple way to collect feedback on student learning. It gives students and instructors an opportunity to see if what is being taught is actually being learned. The Muddiest Point is a similar technique designed to discover what is most confusing about a lesson or topic, giving the instructor the opportunity to clarify main points for enhanced student learning. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Classroom Assessment Techniques: The Pro/Con Grid/ The One Sentence Summary | ||
This assessment technique turns the routine pro con listing of information for decision making into a classroom assessment exercise. The instructor gains insights into what the student views as pros and cons and affords the students the exercise in recognizing alternative views. The One Sentence Summary is an assessment exercise devised to determine how completely and concisely a student can summarize large amounts of information. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Classroom Assessment Techniques: Concept Mapping & Directed Paraphrasing | ||
Concept maps are drawings designed to reveal connections students make between major concepts presented in class and other related concepts. This assessment technique provides the instructor with an observable record of how the student is thinking about learning. Instructors using this technique can gain a broader view of how the student is processing new learning and can visualize growth and depth of understanding. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Classroom Assessment Techniques: Application Cards & Student Generated Test Questions | ||
This technique is devised to assist students in realizing real world applications of what they have learned in the classroom and to help instructor assess the level of application and develop strategies for community connections. Student Generated Test Questions are a means to assess how well students know the material presented in class, what content students see as most important, and how well they can perform in answering the questions. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Test Questions l | ||
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For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Test Questions ll | ||
No description at this time. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Writing Good Test Questions | ||||
Designing test questions that measure the level of learning desired is an art. This session will use Bloom’s Taxonomy as a framework to evaluate test question construction. Sample questions will be evaluated and best practice in test question design will be discussed. Question types discussed will include multiple choice and short answer. For more information and to register please go to the Distance Learning Technology Workshop Registration Page. No workshops are scheduled at this time. Please check back at a later date. |
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| Considerations in Testing and Grading with Dr. Roger Millsap - CLTE Podcast | ||
Considerations in Testing and Grading with Dr. Roger Milsap (Part 1) [15:16, mp3, 17.50MB] Considerations in Testing and Grading with Dr. Roger Milsap (Part 2) [15:49, mp3, 18.12MB] Considerations in Testing and Grading with Dr. Roger Milsap (Part 3) [12:23, mp3, 14.20MB] An in-depth interview with Dr. Roger Millsap, a master educator at Arizona State University, on developing, integrating, and understanding formal assessments. In Part 1 of this episode, Dr. Millsap discusses at length the importance of developing and applying sound assessment practices, which include tests and examinations. He identifies common pitfalls associated with creating a test, and he points out that these can largely be avoided by focusing on three assessment principles--matching content taught with the test, using consistent grading practices, and crafting carefully worded test questions. Dr. Millsap also discusses the role of guiding student discussions to ensure they focus on the important content, how to deal with limited opportunities for administering a test or exam, and he encourages the habit of formulating a test while in process of teaching the material. At the end of Part 1, the discussion turns to grading practices. The single greatest concern in this area involves a better understanding and application of "grading on a curve." In Part 2, Dr. Millsap reveals more grading strategies, including an alternative to "grading on a curve." He develops a case for administering more rather than fewer exams, and for using assignments to bolster the validity of student assessment. He also covers the third assessment principle from Part1, which involves the writing of test questions. He reviews the pros and cons of multiple choice questions, and he discusses the value of combining multiple choice with essays. But beware, he says, because essays come with their own development and application concerns. He lays out some strategies for writing and grading essay questions, and he follows it up with a detailed example. He also gives advice on what to do if, despite an earnest effort to create a good test, it doesn't result in a good test after all. In Part 3, Dr. Millsap advocates developing tests with the "best" answer in mind. He explores the ins and outs of test length and focus, and he addresses the common concern and need for rigor. Based on the premise that this is a truly important instructional task, he provides concrete examples to illustrate steps all instructors can take. These include the provision of a generic student warning, considerations for initially developing tests, and thoughts about refining them once they have been developed. Because testing represents the typical way to "capstone" a course, this is one area where continuous improvement really matters. |
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| Assigning and Evaluating Portfolios | ||||||
Portfolios offer students opportunities to demonstrate the full range of their learning. Further, by reflecting on their learning and writing, students reinforce what they have learned in a course. Best of all, portfolios require students, not faculty, to work harder. During the session, we will discuss strategies for designing and using course portfolios to evaluate students' work. For more information and to register please visit the Distance Learning Technology Workshop Registration Page. |
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