A conference for undergrads: assessing students in large classes using posters presentations
This post is part of the ongoing series about assessments strategies for large class sizes. “After teaching for a while,Continue Reading
Teaching for Learning @ McGill University
Discussing what matters in higher education.
This post is part of the ongoing series about assessments strategies for large class sizes. “After teaching for a while,Continue Reading
This post featuring Prof. Tamara Western is the first in our blog series about assessment tools for large classes. OnContinue Reading
In recent conversations with faculty members, many have affirmed the importance of old school skills in higher education. One ofContinue Reading
Teaching large-classes can be extraordinarily difficult and intimidating. In addition to having hundreds of faces peering at you from theContinue Reading
In the entry from the Teaching Professor Blog pasted below, Maryellen Weimer, PhD, suggests that instructors give students a participation grade for writing ABOUT participation, not for talking up in class. What a novel idea! Weimer writes that the common approach to grading participation rewards students who like to talk and know that verbal participation will win them points. Instead, she suggests that writing short papers about the role participation plays in the learning process is a more fruitful strategy to help students appreciate how important interaction is to the learning process. Read more –>
Many faculty shy away from short writing assignments, considering them to be the poorer cousin of the term paper or research paper. There is a commonly held assumption that shorter assignments can never match the rigor or substance of longer papers and that faculty are letting students down if they don’t assign a full-length paper (whatever that is according to the conventions of each discipline). Yet, what are faculty to do in a context of increasing class sizes and decreasing TA support? How can we still assess important outcomes such as analysis, synthesis and critical thinking? Read more –>
As a University Professor, I’m always experimenting with new ways to assess students in my undergraduate classes. This can be a significant challenge with larger class sizes, especially since I’m not a fan of multiple choice style questions. It’s nice to be able to assess students on the basis of how they are integrating and synthesizing course content, and traditionally this is done with longer-format essay-type assignments. These long-format assignments are great, but do take a tremendous amount of time and energy to grade, and I seldom feel I can give enough time to each written assignment… Read more –>
As McGill considers developing massively online open courses (MOOCs), perhaps we should begin to reflect on how students are gradedContinue Reading
You must be logged in to post a comment.