Although group testing is still not widely used, it is an approach more faculty are exploring. Creative approaches to design and unique features can prevent many of the problems associated with it. However, faculty are still very concerned with what happens when students discuss answers
How can we engage students who are enrolled in large courses so they become active learners? I used four activities designed to get students involved, support their efforts to learn, and personalize the material in an introductory psychology course. How well did they work? For
Let’s begin with what learning logs are not: diaries. They are a type of assignment by the Writing Across the Curriculum movement, and are designed to be one of the strategies that can be used to get students writing more—and writing in courses where they
“Even measures with perfect validity can be rendered useless if they are interpreted incorrectly, and anecdotal evidence suggests that teaching evaluations are frequently the subject of unwarranted interpretations based on assumed levels of precision that they do not possess.” (p. 641) And now there’s some
Teachers are giving students rubrics to help improve the quality of their work, but do they? Does student work, say, writing a paper, improve when students are given the criteria that will be used to assess their work? Kathleen Greenberg notes in her article that
Here’s a strategy you can tuck in your folder of good ideas: a survey tool for assessing student expectations for the course. The survey’s designers believe that knowing what students expect is helpful. They also cite research documenting that discrepancies between teacher and student expectations
Recent research verifies that when looking at small differences in student ratings, faculty and administrators (in this case, department chairs) draw unwarranted conclusions. That’s a problem when ratings are used in decision-making processes regarding hiring, reappointment, tenure, promotion, merit increases, and teaching awards. It’s another
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Here’s a set of questions about large classes that I’m thinking we ought to be discussing more than we are.
1. How many students make it a large class? Teachers who do and don’t teach large classes have their opinions, but it’s not clear who
Technology has transformed how education is delivered. Yet the digital revolution has not had a dramatic influence on how students are assessed. Most instructors are still using the standard exams, problem sets, or papers to assess student learning.The problem with these methods is that they
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