During an informative, brown bag, lunch session on Friday, March 18th, four professors and three students presented 3-minute lightning talks about their experiences with assessments of specific course assignments. The professors described the rationales for their assignments and spoke about their feedback methods, while the students described their perspectives from the receiving end. The lightning talks were followed by a lively question and answer period that allowed the speakers and audience members to share candid opinions about the topics raised. Continue reading Assessment narratives in en-“lightning” style: Experiences from both sides of the table
What happens when students are asked to write for an audience who knows little about the discipline?” Guest speaker Professor Terry Hébert addressed this question at a November 20, 2015 session entitled Developing Engaged Citizens through Critical Thinking, the most recent event organized by the Assessment in Large Classes Advisory Group.
Every August, I teach a 3-credit course at McGill called Academic English Seminar, which is an academic skills course for incoming undergraduate students who speak English as a second or other language. The course runs 39 hours over 13 days. It’s intended to support students’ transition from high school or CEGEP learning to university learning. Every time I teach the course, I introduce at least one new topic or one new learning strategy. Last year, the new topic was the learning merits of taking handwritten notes versus laptop notes. This year, I introduced students to a study strategy to help them address a question students frequently pose when they’re studying together for a test: What’s the prof gonna ask? The strategy was the application of Bloom’s Taxonomy of levels of learning to the creation of questions as a means for anticipating what information professors might deem important in the readings they assign. I encouraged students to think: Why would the professor have assigned this reading? What are the salient points the professor wants me to draw from this reading? Continue reading What’s the prof gonna ask?
This post featuring Prof. Lawrence Chen is the latest installment in our ongoing series about assessment tools for large classes. On March 17, 2015, Lawrence was the guest speaker at a brown bag lunch session on Evaluation and Feedback for Large Classes. In his presentation, Peer Review as an Active Learning Strategy in a Large First Year Course, Lawrence shared his thoughts on the pedagogy and logistics related to his experience implementing a peer review writing assignment with nearly 500 undergraduate Engineering students, as well as his students’ thoughts on engaging in this peer review task. Continue reading Peer review with 500 students
Regular contributor Chris Buddle examines the relationship between how quickly (or slowly) students complete exams and their performance. He demonstrates some very interesting results.
My identities in life are many – a staff member at McGill’s Teaching and Learning Services, a mother–daughter-sister-wife, a former waitress-house painter-birthday party animator, etc. However, thanks to Prof. Terry Hébert in Pharmacology, I can now add “lay person” to the list. Last week, Prof. Hébert invited me and a group of other non-pharmacology types to read student papers and provide comments.
Continue reading Being a layperson in pharmacology
The Discussions feature on myCourses can be an invaluable tool to promote engagement and to extend the classroom beyond its physical location. This post focuses on a number of different features that can help you make the most of your myCourses discussions.