Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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employees, and even the student’s family about the effort and skill the student is exhibiting in your class. Here, an A might mean: “This is a very good student, with good learning skills for this subject, who should be encouraged to pursue study in this area.” A B might be interpreted as: “A good student with potential for the area if he or she applies him or herself.” A C means: “This student passed the course at a satisfactory level, but does not demonstrate real strength in the area.” A D means: “This student shows minimal skills in this area, and should not be encouraged to pursue this field.” An F shows: “Unsatisfactory performance.” Types of Grading The two basic types of grading are normative (comparative) and criterion (mastery). Normative Philosophy 1, stated above, leads to normative grading. In normative grading one assumes that the students in the class represent a distribution of intelligence that will result in a similar distribution of learning. Descriptive statistics are often associated with normative grading, and often the terms “curving the scores” or “grading on a curve” are used. This curve is often called a “bell” curve. The curve is centered on the mean score, and the distribution is often indexed by the standard deviation of the scores. While the measurement of many physical and psychological phenomenon fit into bell-shaped distributions, it is unreasonable to think that one would see this type of distribution over course content after instruction. After all, the purpose of instruction is to develop among the students a common set of understandings and skills. Obviously, not all students will be equally successful, but the hope is that the curve would be highly biased in a positive direction. Why would an instructor want to assume that the distribution would be normal A better question is, “Why would an instructor want to normalize the distribution with statistics so that certain percentages of students would fall into each of the categories” Wilbert McKeachie (1986), in his book Teaching Tips for College Teachers, notes: Grading on a curve stacks the cards against cooperative learning, because helping classmates may lower one’s own grade. The problem of grading on a curve seems to arouse the most heated discussion for assigning failing grades. Logically, it would seem that an instructor should be able to Section: Student Assessment 191 Chapter 13: Grading
designate some minimal essentials, mastery of which would be necessary for passing. (pp. 105-106) Criterion Criterion-referenced grading is more in line with McKeachie’s suggestion. The criterion is preset, as a percentage or number of points, or standards that represent performance at an A, B, C, D, or F level. For instance, 90% or better = A, 80-89% = B, 70 – 79% = C, 65% - 69%= D,
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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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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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Page 154 and 155: • Interact with students. Take an
Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
Page 160 and 161: choice items can be minimized in se
Page 162 and 163: content than most other item types
Page 164 and 165: Cities of the World Quiz Directions
Page 166 and 167: • Avoid providing grammatical clu
Page 168 and 169: Disadvantages -- While we may see a
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Page 172 and 173: helpful Look for problems that aris
Page 174 and 175: Table 2 illustrates item analysis f
Page 176 and 177: • Treat students as individuals.
Page 178 and 179: Essays expose student-reasoning pro
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Page 182 and 183: • When responding, save yourself
Page 184 and 185: • Peer Evaluations: The idea behi
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Page 188 and 189: • Nitko, A. J. (1983). Item analy
Page 190 and 191: Philosophy 1 -- Grades are indicato
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Page 196 and 197: Evaluating Performance Performance
Page 198 and 199: you expect a lot, then ask for a lo
Page 200 and 201: Psychology 101 for five years in a
Page 202 and 203: on a complicated journey without lo
Page 204 and 205: Checklist for Designing Writing Ass
Page 206 and 207: Sample Explanations of Grades Given
Page 208 and 209: Analytic and Holistic Scoring on Wr
Page 210 and 211: Holistic Scoring Writing experts ha
Page 212 and 213: Suggestions -- When Grading Writing
Page 214 and 215: Research (40 points) A • Makes us
Page 216 and 217: Resources on Student Assessment Ref
Page 218 and 219: V. Course Evaluation and Revision C
Page 220 and 221: o o clearly presented and changes d
Page 222 and 223: • President and Provost have onli
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Page 226 and 227: Self- Reflection Peer Review Videot
Page 228 and 229: VI. Campus and Community Resources
Page 230 and 231: testing, and permission to audiotap
Page 232 and 233: various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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