Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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• Nitko, A. J. (1983). Item analysis: Using information from pupils to improve the quality of items. In A.J. Nitko (Ed.), Educational tests and measurement: An introduction (pp. 284-301). New York: Harcourt Brace Jovanovich. • Ory, J. C. (1979). Improving your test questions. Urbana-Champaign: University of Illinois, Office of Instructional Resources. • Ory, J., & Ryan, K. (1993). Tips for improving testing and grading. Newbury Park, CA: Sage. • Recess, M. D. (1997, March). Constructs assessed by portfolios: How do they differ from those assessed by other educational tests. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. • Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O’Connor (Eds.), Changing assessments - Alternative views of aptitude, achievement and instruction (pp. 37-75). Boston: Kluwer Academic Publishers. • Roos, L. L., Wise, S. L., Yoes, M. E., & Rocklin, T. R. Conducting self-adapted testing using Microcat. Educational and Psychological Measurement, 56 (5), 821-827. • Smith, C. R., & McBeath, R. J. (1992). Constructing Matching Test Items. In R. J. McBeath (Ed.), Instructing and evaluating in higher education: A guidebook for planning learning outcomes (pp. 199- 223). Englewood Cliffs, NJ: Educational Technology Publications • Straetmans, G. J. J. M., & Eggen, T. J. H. M. (1998, January- February). Computerized adaptive testing: What it is and how it works. Educational Technology, 45- 51. • Svinicki, M. D. (1976). The test: Uses, construction and evaluation. Engineering Education, 66 (5), 408-411. • White, E. M. (1985). Teaching and assessing writing. San Francisco: Jossey-Bass. • Zaremba, S. B., & Schultz, M. T. (1993). An analysis of traditional classroom assessment techniques and a discussion of alternative methods of assessment. (ERIC Document Reproduction Service No. ED 365 404) Website • Principles and Indicators for Student Assessment Systems. FairTest, The National Center for Fair & Open Testing (accessed November 3, 2005). Section: Student Assessment 187 Chapter 12: Testing Issues
Chapter 13 — Grading This chapter discusses grading philosophies, presents suggestions that will help to maintain fairness and consistency in your grading, and discusses issues that should be addressed in course planning. • Grading Philosophies • Purposes Served by Grades • Types of Grading • Attributes of Grading Methods • Evaluating Performance • Other Grading Considerations • Fairness in Grading • Rights of Student and Instructor • Writing Assignments and Their Evaluation • Checklist for Designing Writing Assignments • Sample Explanations of Grades Given for Writing Assignments • Analytic and Holistic Scoring on Writing Assignments • Suggestions -- When Grading Writing • Designing Essay Assignments and Writing Projects • Resources on Student Assessment Grading Philosophies Grading is a major concern to both new and experienced instructors. Some are quite strict at the beginning to prove that they are not pushovers. Others, who may know their students personally, are quite lenient. Grades cause a lot of stress for undergraduates; this concern often seems to inhibit enthusiasm for learning for its own sake (“Do we have to know this for the exam”), but grades are a fact of life. They need not be counterproductive educationally if students know what to expect. Grades reflect personal philosophy and human psychology, as well as efforts to measure intellectual progress with objective criteria. Whatever your personal philosophy about grades, their importance to your students means that you must make a constant effort to be fair and reasonable and to maintain grading standards you can defend if challenged. College courses are supposed to change students; that is, in some way the students should be different after taking your course. In the grading process you have to quantify what it is they learned, and give them feedback, according to some metric, to how much they learned. The following four philosophies of grading are from instructors at FSU. Which is closest to your philosophy Section: Student Assessment 188 Chapter 13: Grading
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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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Part 2: Read, Reply, and Respond Co
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termed as a distance-learning cours
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o o o proposed online program to th
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Learning How to Use Course Websites
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• Learning Resources -- Provides
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Chapter 11 — Teaching Contexts El
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Page 204 and 205: Checklist for Designing Writing Ass
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Page 218 and 219: V. Course Evaluation and Revision C
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