The end of the academic term often brings final examinations and cumulative assessments to test students’ knowledge of course materials. With 30% of college students
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
As the clock seems to race through the final minutes of an exam, several students frantically scan questions and fill in bubbles to demonstrate their
Most professors would admit that they’ve found themselves frustrated when grading papers. Yes, sometimes those frustrations might stem from students ignoring your clear, strategic, and
As someone who mostly teaches composition and the occasional literature or creative writing class, I use quizzes most semesters, and occasional midterms and final exams.
I found the article, “Testing and Assessment: Looking in the Wrong Places” by Dr. Caristi (Faculty Focus, 11 Sept. 2019) interesting. But, if I am
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
As faculty design their syllabi for the upcoming semester, they consider how to have students demonstrate the vast knowledge they acquire throughout the semester. Enter
Among the trickiest decisions teachers make is whether to round up the final grade for a student who is just a few points shy of a passing score.
Although some students need a “second lap” to master academic skills needed for later coursework, repeating courses makes it harder for students to progress toward a degree. Time is money (literally, in higher education), and when students are asked to spend more of both on a class they already took, they may get discouraged or drop out. This is a consequence we need to take seriously, as nearly half of students do not complete a bachelor’s degree in four years.