Student Feedback and Formative Assessment What are some challenges in a large course?

http://admissions.yale.edu/small-seminar?format=large

Photos: http://symposium.tlt.psu.edu/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation/

Tablet – The “New” Blackboard

• Provide bare bones outline on Trunk before class• Students fill in as we go

• Allows time for digestion of material

• Increases flexibility

• Freedom of conversation allows me to see where we are• Use to brainstorm• Ask open-ended questions

Benefits over the Real Blackboard

• Orientation

• Provides outline/structure for class

• Incorporate multimedia/images

• Permanent record for instructor

Mechanisms of Receptor Tyrosine Kinase Activation(ex. from Bio46 – Filling in Outline)

1. Divalent Ligand

http://www.molecularmovies.com/bindingstudy/treatment_03.html

Targeting Her2(ex. from Bio46 – Providing Structure for Brainstorming)

Extracellular Intracellular

Clickers to Enhance Student Self-Assessment and Feedback• Answering 80% of the questions was worth 10% of grade• over 95% of students received a 100%

• Used at least 2 questions/class (with other brainstorming/open-ended questions)

• Used in think-pair-share format or discussion format• Why is the right answer right?• Why are the wrong answers wrong?

• Provides us BOTH with real time feedback• Monitor responses as they come in • Provide multiple questions on same challenging topic• Follow-up next lecture• Students have opportunity to immediately USE information and

monitor their own understanding

Some Clicker “Tips”

• Use old exam questions to generate questions

• Use data/images/etc to make clickers more interesting/relevant

• Focus on areas of misconceptions

• Clickers aren’t just for right/wrong questions

• Provide students with some sense of how many people chose a given answer even if you don’t show the graph (ex. 50/50)

• Teach students how to use clickers to enhance their studying