Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Cities of the World Quiz Directions: A description of, or fact about, a major city in the world appears as part of the numbered question. The city names are listed on the right. Write the capital letter corresponding to the correct city in the list on the line corresponding to each question. You may use cities from the list more than once. Some cities may not be described at all. ___1. The Seine river divides this city into two famous A. Kyoto banks. B. Madison ___2. This obscure Roman fortress city suffered four major C. London fires on its way to becoming capital of an empire larger than D. Paris Rome. E. Tallahassee ___3. The capital city of the Island of Taiwan F. Chicago ___4. Once a capital of the Roman empire, this city became G. Rome the capital of the Eastern Orthodox faith. H. Lisbon ___5. The tallest building in the world is located in this city. ___6. Called the “City of Big Shoulders,” this city was once home to the world’s largest stockyards. ___7. Home city to the Statue of Liberty ___8. Located on a continental divide, this city’s builders reversed the direction of flow of water in the City’s river. ___9. This city was once the winter capital of Japan. ___10. The Kremlin is located in this city. I. Moscow J. Taipei K. Constantinople L. Beijing M. New York N. Koala Lumpur O. Capetown Suggestions for Constructing Matching Items • Use only homogeneous material in a set of matching items, i.e., dates and places should not be in the same set. • Use the more involved expressions in the stem, and keep the responses short and simple. • Supply directions that clearly state the basis for the matching, indicating whether or not a response can be used more than once and stating where the answer should be placed. • Be certain there are never multiple correct choices for one premise, although a choice may be used as the correct answer for more than one premise. • Avoid giving inadvertent grammatical clues to the correct choice by checking that choices match each other in terms of tense, number, and part of speech. • Arrange items in the response column in some logical order -- alphabetical, numerical, chronological -- so students can find them easily. Section: Student Assessment 163 Chapter 12: Testing Issues
• Avoid breaking a set of items (premises and choices) over two pages. • Use no more than 15 items in one set. • Provide more choices than premises to make “process-ofelimination” guessing less effective. • Number each premise for ease in later discussions. • Use capital letters for the choice signs rather than lower-case letters. Insist that a capital letter be written in the area where the answer is placed. Writing Open-Ended Test Questions Completion Items Advantages -- Completion items are especially useful in assessing mastery of factual information when a specific word or phrase is important to know. They preclude the kind of guessing that is possible on limited-choice items since they require a definite response rather than simple recognition of the correct answer. Because only a short answer is required, their use on a test can enable a wide sampling of content. Disadvantages -- Completion items, however, tend to test only rote and repetitive responses, and they may encourage a fragmented study style since memorization of bits and pieces of information can result in higher test scores. They are more difficult to score than forced-choice items, and scoring often must be done by the test writer since more than one answer may have to be considered correct. Suggestions for Constructing Completion Items • Use original questions rather than taking questions from the text. • Provide clear and concise cues about the expected response. • Use vocabulary and phrasing that comes from the text or class presentation. • Provide explicit directions, when possible, as to what amount of variation will be accepted in the answers. • Avoid using a long quote with multiple blanks to complete. • Require only one word or phrase in each blank. • Facilitate scoring by having the students write their responses on lines arranged in a column to the left of the items. • Ask students to fill in only important terms or expressions. Section: Student Assessment 164 Chapter 12: Testing Issues
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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finished, I expect you to be able t
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different things. Communication is
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students time to think and catch up
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Lecture Skills Observation Sheet Ne
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Chapter 8 — Using Active Learning
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New research shows that faculty who
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The guiding principle can be applie
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Note: Even when provided explicit i
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The Activities • Films o Films, a
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• Assessment of group work can be
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Role Playing, Drama, and Simulation
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material outside of class. (Michael
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❒ Use groups to debate the sides
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• Allow sufficient wait time. Wai
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• Postpone the student who attack
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o o o How does this relate to theor
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Collaborative Learning Collaborativ
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• Finch, B. J. (1993, May). A mod
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Using Discussion • Barnes-McConne
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• Luquet, W., & Wetcher-Hendricks
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Chapter 9 — Instructional Media:
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Media can be used to support one or
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information being cut off the sides
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who may forget theirs, but create a
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Page 116 and 117: See Chapter 10 -- Using Course Webs
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Page 122 and 123: o o o view or print - course syllab
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Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
Page 136 and 137: Chapter 11 — Teaching Contexts El
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Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
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Page 174 and 175: Table 2 illustrates item analysis f
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Page 178 and 179: Essays expose student-reasoning pro
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Page 182 and 183: • When responding, save yourself
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Page 188 and 189: • Nitko, A. J. (1983). Item analy
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Page 196 and 197: Evaluating Performance Performance
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Page 200 and 201: Psychology 101 for five years in a
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Page 204 and 205: Checklist for Designing Writing Ass
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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