The Art of Asking Questions
Maryellen Weimer
March 1, 2013
At one time or another, most of us have been disappointed by the caliber of the questions students ask in class, online, or in the
Menu
At one time or another, most of us have been disappointed by the caliber of the questions students ask in class, online, or in the
Researchers Daniel Smith and Thomas Valentine begin by making an important point. At two-year colleges “the classroom serves as the epicenter of involvement.” (p. 134)
When we talk about teaching effectiveness, it’s usually in the context of evaluation. Student ratings are frequently described as measures of teaching effectiveness, and that
Two researchers offer data helpful in answering the assessment question. They decided to take a look at a collection of rubrics being used to assess
Most faculty are familiar with the strategy: students are allowed to bring into the exam a card or sheet of paper that they’ve prepared beforehand
Can we reform teaching and learning throughout higher education one class at a time? I used to think so, but the pace of change has
A colleague and I have been revisiting a wide range of issues associated with classroom interaction. I am finding new articles, confronting aspects of interaction
The term “teaching effectiveness” had its heyday in the 80s and early 90s during that period when so much work on student ratings was being
Students don’t like them—that almost goes without saying. They prefer unit exams that include only material covered since the previous exam. And they’d like it
Frequently instructors discourage cheating on multiple-choice exams by creating different versions of the exam. Test questions may be reordered randomly, according to their degree of
Magna Publications © 2024 All rights reserved