Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Resources on Student Assessment Reference • For FSU’s grading system, see the Florida State University General Bulletin. Books/Articles • Adelman, C. (Ed.). (1988). Performance and judgment: Essays on principles and practice in the assessment of college student learning. Washington, D.C.: U.S. Department of Education. • Aleamoni, L. M. (1978). Why is grading difficult Note to the Faculty, No 6. Tucson: University of Arizona, Office of Instructional Research and Development. • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey-Bass. • Bergquist, W. (1975). A handbook for faculty development. Washington, DC: Council for the Advancement of Small Colleges. • Cahn, S. M. (2004). Scholars who teach: The art of college teaching. San Jose, CA.: Resource Publications. • Civikly, J. M. (1983). Teaching assistant resource center handbooks: Classroom teaching skills. Albuquerque: University of New Mexico. • Ende, J. (1983). Feedback in clinical medical education. Journal of the American Medical Association, 250 (6). • Ericksen, S. C., & Bluestone, B. Z. (1971). Grading± evaluation. Memo to the Faculty, No 46. Ann Arbor: University of Michigan, Center for Research on Learning and Teaching. • Farris, C. (1987). Helping TAs respond to student writing. In N. V. Chism (Ed.), Institutional responsibilities and responses in the employment and education of teaching assistants: Readings from a national conference. Columbus: The Ohio State University, Center for Teaching Excellence. • Frisbie, D., Diamond, N., & Ory, J. (1979). Assigning course grades. Urbana-Champaign: University of Illinois, Office of Instructional Resources. • Howard, R. M., & Jamieson, S. (1995). Ethnicity and identity in the U.S. The Bedford guide to teaching writing in the disciplines. Bedford/St. Martin’s: NY, NY. • McKeachie, W. J. (1994). The A B C’s of assigning grades. In W.J. McKeachie (Ed.), Teaching tips: Strategies, research, and theory for college and university teachers (9th ed.). Lexington, MA: D.C. Heath. • Milton, O., Pollio, H., & Eison, J. (1986). Making sense of colleges’ grades. San Francisco: Jossey-Bass. Section: Student Assessment 215 Chapter 13: Grading
• Ory, J. C., & Ryan, K. E. (1993). Tips for improving testing and grading (Survival skills for scholars). Newbury Park, CA: Sage. • Stritter, F., Hain, J., & Grimes, D. (1975). Clinical teaching reexamined. Journal of Medical Education, 50. • Svinicki, M.D. (n.d.). Evaluating and grading students. Austin: University of Texas, Center for Teaching Effectiveness. • White, E.M. (1994). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance. San Francisco: Jossey-Bass. • Zinsser, W. (1993). Writing to learn. New York: HarperCollins. Section: Student Assessment 216 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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and a sense of spontaneity, anticip
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• Give groups a sense of how much
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attention of an entire class. Sugg
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objectives. Each day begin the clas
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lecture or completing online assign
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for students to take the lab withou
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nothing more frustrating than repea
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laboratory section to the overall c
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• Interact with students. Take an
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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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 214 and 215: Research (40 points) A • Makes us
Page 218 and 219: V. Course Evaluation and Revision C
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Page 228 and 229: VI. Campus and Community Resources
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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