by James Mixson, Department of History Ah, the multiple-choice quiz. An old stand-by for some instructors who love them not least because it can make grading so easy. For others, especially those in more narrative-intense disciplines like mine (history), they are problematic: names and dates and other “data” are only the beginning. What matters is
This post details the grading process described in “Scan and Deliver! Personalized Feedback in Large Classes.” We printed individual labels with each student’s name; on each label, the corresponding CWID was encoded in a Code 39 barcode. We used standard 1″ x 2 5/8″ addressing labels, 30 per page, for which MS Word has built-in templates.
by Marco Bonizzoni and Diana Leung, Department of Chemistry Organic chemistry is a surprisingly visual discipline. Molecules, the fundamental entities of chemistry, exist as 3D objects whose shapes often profoundly influence their properties, so students must learn the visual language of the discipline, which attempts to convey the nature of these three-dimensional objects through two-dimensional drawings.
by Michael J. Altman, Department of Religious Studies Games are fun. Quizzes are not. But games can make quizzes more fun. That’s what I have learned by experimenting with the Kahoot, an interactive learning game, in my REL 130: Religion, Politics, and Law course. I discovered Kahoot during the Teaching Professor Technology Conference a few
by Nathan Loewen, Department of Religious Studies I am going to write about measuring teaching effectiveness. There is a lot of buzz about metrics in higher education media, but not until the mind-meld app is released for iOS will teachers know what their students are thinking. One of the challenges of teaching a large-enrollment course is to
by Nathan Loewen, Department of Religious Studies Final grades are due tomorrow! My colleague mentioned that eating cold cereal thrice daily was the norm over the weekend in order to minimize the time not spent writing comments on essays, verifying spreadsheet formulates, cross-checking assignments with rubrics, and all the other, sometimes mind-numbing tasks that arrive at the
In “Multiple Choices,” a post on the blog Practicum: Critical Theory, Religion, and Pedagogy, Russell McCutcheon ponders how multiple choice tests facilitate learning in large introductory courses: But what about the multiple choice tests? Well, like that definition assignment . . . it’s more about how they study for it and how they come to
by Alecia Chatham, Department of Modern Languages and Classics In my online courses, I often post short, weekly quizzes that are graded immediately by Blackboard. There are a few different quiz types that I use for certain things. Key concept quizzes sometimes take students a little more time to figure out on their own, though
Types of Assessment Formative assessments Formative assessments informally measure a student’s understanding of a concept or concepts and thus have very low stakes or are not graded at all. Formative assessments are used to gauge the effectiveness of teaching, “check in” with students to make sure they are learning the course material and to provide
by Jessica Kidd, Department of English I’ve become a big fan of grading within Turnitin, so much so that I sometimes forget its additional purpose as a plagiarism prevention tool. The grading is convenient since I don’t have to lug around piles of papers and fast because rubrics can be built into the grading tool.