GTA Training Workshop - Effective Feedback and Grading€¦ · Graduate TA Training Workshop...
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College of Engineering, Computing and Applied Sciences Graduate TA Training Workshop Effective Feedback and Grading Dr. Lisa Benson Dr. Eliza Gallagher August 18, 2017 CECAS GTA Training Workshop
Transcript of GTA Training Workshop - Effective Feedback and Grading€¦ · Graduate TA Training Workshop...
CollegeofEngineering,ComputingandAppliedSciencesGraduateTATrainingWorkshopEffectiveFeedbackandGradingDr.LisaBensonDr.ElizaGallagher
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EffectiveFeedbackandGrading• Givespecific,constructivefeedback• Writeyourtestorquizbeforeyoustartteachingatopic.Youshouldknowwhereyou’regoingbeforeyoubegin
• Userubricstoassesswrittenwork• Scoredifferentpartsofwrittenreportsthatreflectwhatyouwantstudentstoknow
• Focusonlearningobjectives
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Awell-designedrubriccanhelpyougradeconsistently.
• Rubricscansumpoints(addpointsforeachrequiredelement),subtractpoints(deductpointsforeachmissingorincorrectelement)orasacombinationofboth
• Showstudentstherubricbeforetheassignmentorlab
• Otherresources
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Learningobjectives:statementsofwhatstudentsshouldbeabletodoafterreceivinginstructioninyourcourseorlab.
• Canalsoincludeconditionsunderwhichthoseobjectivesshouldbemet
• MustbeSPECIFIC andMEASURABLE
• CanuseBloom’staxonomyasaguidetowritinglearningobjectives
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Howtowritelearningobjectives• “Bytheendofthis[course,week,lecture,lab],youwillbeableto…”
• Thisisfollowedbyanactionword• UseBloom’sTaxonomyasaguideforchoosingactionwords;theyareorganizedbylevelandtypeoflearning
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Bloom'sTaxonomy
TheKnowledgeDimension
TheCognitiveProcessDimension
Remember Understand Apply Analyze Evaluate Create
FactualKnowledge List Summarize Classify Order Rank Combine
ConceptualKnowledge Describe Interpret Experiment Explain Assess Plan
ProceduralKnowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-CognitiveKnowledge
AppropriateUse Execute Construct Achieve Action Actualize
ExamplesofactionwordsforlearningobjectivesNotappropriate:• Know• Learn• Appreciate• Understand
Effectivewording:• Summarize• Classify• Predict• Rank
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These are important course goals, but they are not measurable.
Specific and measurable action words guide
students and instructors.
ExamplesoflearningobjectivesBytheendofUnit4,youwill…• [bad]:…know thefundamentalprinciplesoffluidflow.• [weak]:…beabletoderive theexpressionforfluidvelocitiesandpressuredropsandcalculatethemforspecificcases.
• [good]:…beableto• calculate foranincompressibleNewtonianfluidinlaminarflowinacircularpipe,thefollowing:averagefluidvelocity,maximumvelocity,velocityatagivenradialposition,pressuredropoverthelengthofthepipe,andshearstressatthewall.
• explain intermsabrighthighschoolstudentcouldunderstandthemeaningsofeachofthecalculatequantities.
• derive expressionsforthesamequantitiesinarectangularpipe.
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Whenassessinglearning:
• Learningismoreimportantthangrades• Testsandotherassessmentsshouldbelearningexperiencesaswellasevaluationdevices
• Providingfeedbackismoreimportantthanassigningagrade• Avoidassessments(tests,quizzes,homeworkgrading)thatincreaseanxietyandcompetition
FromMcKeachie andSvinicki,2005(pg.84-85)
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Givingongoingfeedbackonstudents’understanding:FormativeAssessment• Guidedinquiryquestions• What’sthenextstep?• Howcouldyoudothisproblemdifferently?• Whyisthismodelimportant?
• Socraticmethod:respondtoquestionswithquestionsaboutreasoning• Feedbackondrafts• Summaryactivities• Minutepapers• Askwhattheyfeelthey’dneedtostudyiftherewasatesttomorrow.
• Askthemwhatwasthemostengagingorrelevantactivitythattheydidinclasstoday.
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Otherideasforformativefeedback• Conducta“StudentInterestInventory”earlyon,tolearnaboutstudents’subject-specificknowledgeandhowtheyliketolearn
• Surveystudentsafterthefirstexamtoseehowtheypreparedforitandtofindoutwhethertheirgradesmatchedexpectations
• Sharefeedbackwithstudentswhenyou’rereadytoimplementchangesbasedontheirinput
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Notsoeffectiveformativefeedback• “Anyquestions?”
• Answeringyourownquestions
• Waitinguntiltheendofthesemester
• Assumingallstudentsunderstandwhat’sgoingonintheclass
• Assumingallstudentsknowhowtostudy
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Furtherreading:• McKeachie,W.J.andSvinicki,M.TeachingTips:Strategies,research,andtheoryforcollegeanduniversityteachers,HoughtonMifflin,2005.
• Nilson,Linda(2010).“Outcomes-CenteredCourseDesign”,Ch.2inTeachingatItsBest,ThirdEdition,Jossey-Bass:SanFrancisco,CA.àAlsocheckoutLindaNilson’s workshopsandotherresourcesthroughtheOfficeofTeachingEffectivenessandInnovation:http://www.clemson.edu/OTEI/
• MoretipsandresourcesoneffectivefeedbackandgradingareavailableontheClemsonUniversityCollegeofEngineeringandScienceGraduateTATrainingwebsite:http://www.clemson.edu/ces/research/graduate-studies/gta-training/index.html
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