Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

• When responding, save yourself time by:
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Marking patterns in grammatical errors, or have
students find the errors.
Focusing on three or four major issues.
Having students peer review the term papers before
turning them in.
Having students visit the Writing Center.
Carefully designing your assignment.
Using a grading rubric.
• Projects -- A teacher may request one large project or several
smaller projects during a student’s course of study. The
assessments of student performance on the project(s)
collected may make up the whole or a part of a student’s
course performance. Monitoring the student’s ongoing progress
toward completion of a project moves the emphasis of
instruction and assessment away from outcome and toward
process. Large projects create an opportunity for the instructor
and the student to work with each other. Typically, an instructor
will assign a large project to the student, then check the
student’s progress at various stages, offering advice for
changes to be made along the way.
Advantages: Students doing projects work outside the
boundaries of the classroom. Classroom-time constraints play
a limited role in how the projects turn out. Student effort is
given to organizational activities along with problem solving.
This allows the instructor to see the student’s work at its
pinnacle, much like a portfolio. Presentation of some or all of
the projects by their creators can be a classroom enhancement
activity. Students should know in advance whether all projects
or a sample of projects will be presented. The student-toteacher
interactivity involved in most projects provides
feedback to learners at the most appropriate time in a student’s
learning process -- while a project is being done. Interaction
between teacher and student helps keep the student on
schedule toward project completion.
Limitations: Since so much of the project is done outside the
classroom setting, it is very difficult to monitor what the student
is doing while completing the project(s). Different levels of
acceptable outside help may need to be defined. The pacing of
projects comes from both the student and the instructor, and
hence does not faithfully represent the student’s own ability to
set a pace. Getting the feedback to the student in a timely
manner requires large amounts of teacher time, and frequent
teacher check-ins.
Section: Student Assessment 181 Chapter 12: Testing Issues