Chances are you have a Learning Management System (LMS) like Blackboard, Canvas, D2L, or Moodle at your school. But how do you use it? The findings from a recent survey by Pomerantz, Brown, and Brooks (2018) of U.S. learning institutions are rather alarming. Despite the
I use a daily quiz that has a two-fold purpose: first, it tests the students’ knowledge of the day’s reading material; and second, it provides a focus for the lecture and activities scheduled that day in class. Whether attendance is required or just encouraged, a
Do you use auto-graded multiple-choice and true-false quizzes and exams? If so, why?
Is it because you’re convinced that these forms of assessment are rigorous and authentic instruments for measuring student learning? Or is it because, given that you are teaching larger enrollment classes
Research shows that checking for understanding is perhaps one of the most important components of a teaching sequence. Most teachers provide instruction on a topic and follow up with some questions. On a good day, 4–5 students may volunteer and respond with the correct answers.
A lot of students are terribly optimistic about the grade they’ll be getting in a course. They start out imagining that they’re going to do very well, especially if they’ve decided it’s an easy course. And when they miss an early assignment or get a
Authors Kulasegaram and Rangachari propose moving beyond our understanding of formative assessments as “interim measures” that lead to the real, final assessments—the ones that generate the all-important grades. They suggest we stop calling them formative assessments and start thinking about them as assessments for learning.
The use of clickers, especially in large classes, has made participation a reality for a lot more students. It’s a safe way to offer an answer and an equally constructive way to find out whether yours is the correct answer. Research on clickers and learning
There’s a lot to be gained from considering ideas and arguments at odds with current practice. In higher education, many instructional practices are accepted and replicated with little thought. Fortunately, there are a few scholars who keep asking tough questions and challenging conventional thinking. Australian
Classroom Assessment Techniques (CATs) are valuable tools for helping faculty find out what students are learning and how well they’re learning it. Since the 1988 release of Classroom Assessment Techniques: A Handbook for College Teachers by Thomas Angelo and Patricia Cross, college teachers have been
Flipped learning environments offer unique opportunities for student learning as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore
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