On May 5, 2017, McGill’s Assessment and Feedback Group held an event entitled Getting students to focus on the questions, not the answers as part of its Brown Bag Series. To an audience of peers, two instructors described assignments they use in their courses that call upon students to create questions as a means for engaging them with course content and getting them to think about how they learn.
Below, Penelope Kostopoulos, a Faculty Lecturer in the Department of Psychology, describes her assignment. Carolyn Samuel, formerly a Senior Faculty Lecturer at the McGill Writing Centre, describes her assignment in a post called What’s the prof gonna ask? Continue reading Getting students to focus on questions, not the answers
A number of instructors at McGill have been integrating peer assessment (PA) in their courses and have generously shared some of their reflections on the experience.
Lawrence Chen teaches Introduction to the Engineering Profession (FACC 100), a required course for all first-year students in the Faculty of Engineering. During a conversation about his experience with PA, he shared how he implemented PA in this course of approximately 400 students (across two course sections), and shared feedback from his students about their experience. Continue reading Peer Assessment: goals, technology and student perspectives in a large, first-year course
This post featuring Prof. Rhonda Amsel is the latest installment in our ongoing series about assessment tools for large classes. On June 12, 2015, Rhonda was the guest speaker at a session entitled Daring to Try New Teaching Strategies in your Large Class.
Rhonda Amsel teaches stats … stats classes of 300-400 undergrads from across the disciplines. She’s been teaching stats for over 40 years, and as suggested by the title of her presentation, not only is she not complacent about her teaching, but it’s obvious she still enjoys it. With her wry sense of humour, she quipped that teaching in an auditorium provides many of the challenges of a live performance, like Math-donna in front of an audience (but with more conservative costumes.) Continue reading Daring to try new teaching strategies in your course
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
This post featuring Prof. Ken Ragan is the latest installment in our ongoing series about assessment tools for large classes. On October 7 from 8:30-10:00 a.m., Prof. Ragan will be the guest speaker at a breakfast workshop on “Evaluation and Feedback for Large Classes”. For details and to register, go here.
“Experiment. I used to feel like I couldn’t experiment.”
One might imagine that experimentation would occur naturally in an undergraduate physics course – and indeed, the biweekly laboratory sections of Physics 101 are abuzz with students engaged in active discovery. But what about in a lecture hall filled to the brim with nearly 700 students: is there a place here for experimentation as well? Professor Ken Ragan thinks so, especially when it comes to trying out new ways of engaging, giving feedback, and assessing his students. Continue reading Online tools for assessment and engagement in large classes
During a great workshop today on active learning in engineering at McGill I asked two questions (using Socrative) , of the audience. Here is a summary of 24 answers I received:
1) I would like to read blog posts about:
- activities for large classes (18% of people)
- activities for small classes (30% of people)
- technology in active learning (22% of people)
- wacky or creative ideas for active learning(30% of people)
2) I might read a blog post about teaching and supervision if…
- It takes into account the sheer lack of time and resources for preparation; ie quick and easy ideas to engage a bored class!
- it was linked through twitter
- It was regularly updated and interesting!
- It does not take too long
- it helps me achieve better my teaching objectives compared to my current teaching practice
- It related to economics / social science a bit
- Its short and introduce tips and examples
- It gives concrete practical examples of activities for teaching and making students more active
- I was interested
- I knew where to find it
- It dealt with distance education
- they talked about encouraging creativity and critical thinking
- it was about new and creative strategies that I can use in my class
- it included the occasional evidence-based pieces that demonstrate real impact
- Give ideas about how to get the students more active
- It’s concrete, thoughtful and provides ideas
- it was relevant and to the topic. I also would like to see it promoted within the departments to encourage conversation about teaching and learning
- It is useful
My summary is that people want to hear about all types of different aspects of active learning and they would be motivated to read posts if it interesting and provided something useful.
Originally posted on waterunderground.
This post is part of the ongoing series about assessments strategies for large class sizes.
“After teaching for a while, you just start wanting to do things differently.”
That quote, from McGill Professor Jens Pruessner, resonates strongly: teaching is a dynamic and ever-changing activity, and strategies evolve over time. That being said, doing things differently is particularly challenging in large classes: moving ‘beyond the multiple choice’ when assessing students in a class with hundreds of students requires creativity, time, courage, and a lot of energy!
This didn’t faze Jens as he started re-thinking ways of assessing his students in his 300+ student Psychology class titled “Hormones & Behaviour”. The goal of this course is “to familiarize students with the basic concepts and theories in major areas of hormones and behavior, and to stimulate interest and further study in Behavioral Neuroendocrinology.” He wanted to find creative ways to link deeper aspects of research and scholarship directly into the course. Continue reading A conference for undergrads: assessing students in large classes using posters presentations