gta training workshop - effective feedback and grading€¦ · graduate ta training workshop...

CollegeofEngineering,ComputingandAppliedSciencesGraduateTATrainingWorkshopEffectiveFeedbackandGradingDr.LisaBensonDr.ElizaGallagher

August18,201

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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)

August18,201

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Givingongoingfeedbackonstudents’understanding:FormativeAssessment• Guidedinquiryquestions• What’sthenextstep?• Howcouldyoudothisproblemdifferently?• Whyisthismodelimportant?

• Socraticmethod:respondtoquestionswithquestionsaboutreasoning• Feedbackondrafts• Summaryactivities• Minutepapers• Askwhattheyfeelthey’dneedtostudyiftherewasatesttomorrow.

• Askthemwhatwasthemostengagingorrelevantactivitythattheydidinclasstoday.

August18,201

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Otherideasforformativefeedback• Conducta“StudentInterestInventory”earlyon,tolearnaboutstudents’subject-specificknowledgeandhowtheyliketolearn

• Surveystudentsafterthefirstexamtoseehowtheypreparedforitandtofindoutwhethertheirgradesmatchedexpectations

• Sharefeedbackwithstudentswhenyou’rereadytoimplementchangesbasedontheirinput

August18,201

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Notsoeffectiveformativefeedback• “Anyquestions?”

• Answeringyourownquestions

• Waitinguntiltheendofthesemester

• Assumingallstudentsunderstandwhat’sgoingonintheclass

• Assumingallstudentsknowhowtostudy

August18,201

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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

August18,201

7CECA

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