Our mid-sized state university decided to institute a blended synchronous delivery model this year. A facilitated online workshop was offered over the summer to assist
Having clear insight into students’ thinking and where there might be gaps in their understanding of a topic is incredibly valuable. It allows a skilled
Have you considered adding five-minute student interviews to your teaching tool kit? Before you calculate how long it would take to interview all of your
Don’t I Know You from Somewhere? This whole thing started when I played two video games, one after the other, that I imagine almost no
A bunch of guys had a late afternoon game of touch football in a field. As it started getting dark and the players moved toward
1. Study the knowledge base of teaching and learning You have chosen to teach in higher education because you are a subject-matter specialist with a
It’s good to regularly review the advantages and disadvantages of the most commonly used test questions and the test banks that now frequently provide them.
The relatively new Scholarship of Teaching and Learning in Psychology journal has a great feature called a “Teacher-Ready Research Review.” The examples I’ve read so far are well organized, clearly written, full of practical implications, and well referenced. This one on multiple-choice tests (mostly the questions on those tests) is no exception. Given our strong reliance on this test type, a regular review of common practices in light of research is warranted.
Given class sizes, teaching loads, and a host of other academic responsibilities, many teachers feel as though multiple-choice tests are the only viable option. Their widespread use justifies a regular review of those features that make these tests an effective way to assess learning and ongoing consideration of those features that compromise how much learning they promote.
For many professors, student assessment is one of the most labor-intensive components of teaching a class. Items must be prepared, rubrics created, and instructions written. The work continues as the tests are scored, papers read, and comments shared. Performing authentic and meaningful student assessment takes time. Consequently, some professors construct relatively few assessments for their courses.
