Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Treat students as individuals. Work to develop and maintain each student’s sense that she is an individual with a personal relationship both with you and her classmates. Students are not as likely to cheat in situations where they are known as individuals, whereas they may be tempted to cheat in situations where they feel they are anonymous members of a crowd. If a large course has regular meetings in small discussion or laboratory sections, there is likely to be less cheating if the test is administered in these groups than if the test is administered en masse. Moreover, if it is in their regular classroom, they will perform better. • Show an interest in your students. Cheating is more likely to occur when students think the instructor is disinterested and unconcerned. Instructors often feel that any show of active proctoring will indicate that they do not trust the students. However, it is possible to convey a sense of alert helpfulness while walking between desks and watching for questions. • Use alternate seating. The most common form of cheating is copying from another student’s paper. To minimize opportunities for copying, try to recruit proctors and administer exams in a room that is large enough to enable students to sit in alternate seats. Before students arrive, write on the chalkboard: “Please sit in alternate seats.” • Use alternate test forms. Another way to reduce cheating is to use two or more alternative forms of the test. This method can be achieved by simply scrambling the order of the test items. Instructors who want the test items to follow the order that the material was covered in the course can scramble the items within topic areas. • Be careful about extra copies. Do not leave copies of tests lying around your office, the typist’s office, or photocopy room. [Adapted from: Teaching Tips: A Guidebook for the Beginning College Teacher (9th ed.), by W. J. McKeachie, Lexington, MA: D. C. Heath. (1994).] Handling Cheating Despite preventive measures, almost every instructor must at some time or other face the problem of what to do about a student who is cheating. Policies for handling cheating are set by the University as well as by departments. FSU’s Faculty Handbook, Chapter 8 provides specific information about university policy. Section: Student Assessment 175 Chapter 12: Testing Issues
Alternative Methods of Assessment There are assessment devices, other than tests, that can be used to provide measures of student performance, including: • Essays • Term papers • Research reviews • Reports • Case studies • Portfolios • Projects • Performances • Peer evaluation • Mastery • Simulations Just as with tests, the underlying principles to keep in mind as you introduce alternative assessment tools are validity and reliability. A tool you use for measurement will be valid as long as it measures student learning of goals and objectives set for the course. The measurement will be reliable if you expect to get similar results administering the chosen assessment tool to the same group of people again. It will have the additional benefit of reusability, if it can be used in multiple instances, including future classes. Available media and equipment influence the choice of assessment tools. But the principle factor involved in the choice of an assessment strategy is the overall design of the course. Good design principles demand that the assessment strategies be chosen as part of the overall instructional plan before the course actually starts. • Essays are written assignments in which the student is the source of information. Essays report on things the student knows or thinks. Reference is not a major part of an essay. But an essay requires the student to use high-level thinking skills. There may be preparatory activities involved with writing an essay. For instance, an assignment may ask a student to read several articles from several viewpoints and then derive his own viewpoint from the articles. The expectation in giving the assignment is that the student will apply reasoning skills and reach a conclusion that is well reasoned. The actual position reached is not the main value of the essay, and should not be evaluated unless your objective is to have students’ opinions agree with your own. Section: Student Assessment 176 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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change. • Effective instructors t
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See Chapter 10 -- Using Course Webs
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classrooms”), as well as via inte
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infrastructure can be built - and a
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o o o view or print - course syllab
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web-supported or online classes are
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Page 158 and 159: Table 1 -- Comparison of Limited-Ch
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Page 196 and 197: Evaluating Performance Performance
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Page 204 and 205: Checklist for Designing Writing Ass
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Page 216 and 217: Resources on Student Assessment Ref
Page 218 and 219: V. Course Evaluation and Revision C
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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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