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'穡crRp<1XAX݀'<9oQNoLw,cjbAXtvO'M5@=03ڞTSUؐX@u5 c,( 8#0X22GAsM-X*LdY;N}HiFќs4o4/?:\q}859_(aX?ؒp02z꣔.F#2?xN1֥pq;Q!28HQ#UcޛA:EsҚdb(8 |!$yckd89*v@&0=UFA=ϰ`J s$*9'R֖L8R'8*O $zv9Q3⧌z`f$h 1=T(#y>09tF{E!9=ȧprb;|(: ob34Q@ $IʘI'PqiT쑻Ҋ(snb8& @4Q@,y*`X<~(&H =qE) ~EP{Z(==E1u$u>QHbt\'8A8_ʊ(%Ax,Iڊ(l(,ހd<`$$ڧ@0'o@NE XO|E!RzP|,OEn? # c\qz(a98z[Q@;8J34QABFIe@#'IE v84)=#wOT=0Ɂ (I<4bdgh&dz(hS +|NQLf##:Z(Cz.vZIMn /E (8I5" ܤAQEP݅=ɧ4c!$*ϽSW'o@O6K*~攡޽Ҋ) c9[@^?S G`*0sފ(P ;#'J!cڊ( W?CEXaE`I>Q@oSsJr7tR=0 @ P18ws~(cɤ0x!)Ao.{u@58) .>n֊)oE%qS*3u$eBrQA,as*O@2i$$~=袑#o'~$=E3;UIuEX9cǗy!:N .T`8U ( b/ 0DTimes New Roman<3bb0bWo 0DMonotype Sorts<3bb0bWo 0 ` .  @n?" dd@  @@``  H7     ,R$/*6W5q c $@8y g43d3d0bppp@ uʚ;2Nʚ;<4!d!d4bЁ 0 bb<4dddd4bЁ 0 bb:2___PPT9/ 0? %XExams and Assignments (Ch. 5)(URita Naddra rnaddra@syr.edu Seminar on College Teaching and Learning October 15, 2001VV=Quick Review of Chapters 1 & 4 Student Learning and Lecturing>>$Instructors usually teach the way they learn Effective and motivating teaching is considering student diversity and learning diversity Real learning takes place after class Lecture is too time-constricted to go into the depth and breadth of class s material Tools for Evaluating Learning(@Well-constructed exams and assignments evaluate student learningGoals for Exams and Assignments  (_Stated verbally and in a class syllabus -- what students are expected to learn Message is: encourage learning material, not memorizing information Repetition of material in assignments and exams helps cement ideas Weekly assignments complementing regular testing schedule making assignments interesting and creative; applying to real-life situations $`fObjectives for Giving Exams(Gauges how much material student learned Drives student to learn course material Helps student look at new concepts in different lights Indicators of instructor s teaching performance Large component of final grade Criteria for Creating an Exam(Exam should not be too easy or too difficult Time allotted in class for taking exam should be kept in mind Size of class (grading time needed) Stimulating questions -- interesting and intriguing Accounting for different learning styles of all students Validity -- accomplished exam objectives Objectivity -- exam straightforward and fair Practicality -- well-constructed exam saves time grading later Several versions for subsequent sections or semesters Different types of exams and exam questions   Types of ExamsIn-Class/Closed Book -- most typical exam type; must also think about cheating Open-Book Tests -- some items are allowed to be used during exam Take-Home Exams  Types of Test QuestionsMultiple Choice -- tests student recall ability Short Answer -- evaluates student problem-solving skills Unstructured Problems -- for math-type courses Essay Questions -- tests student critical-thinking ability Matching -- linking 2 terms or concepts True/False Questions One-Word Answers or Fill-in Questions Ideal test contains a mixture of different types of questions -- students have different test-taking strengths*6s5t Types of Class AssignmentsHomework Problems Individual or Group Projects Written or Oral Reports Laboratory Work Assignments can emphasize learning more than evaluating -- helps in internalizing information with time constraints much less restrictive than with exams.W  Objectives for Assignments\Working in groups -- enhances further learning and working as a team Application of learned material to assignments Experiencing benefits and satisfaction from work Promote personal interests regarding course s subject matter -- meaningful problems that are pertinent to student Boost their final grade Feedback  Should be prompt, corrective, and supportive Vital part of optimal learning for student Assess student performance -- individually and as a class Grades have important future implications for student -- must practice fair grading policy Feedback from students: improving effectiveness of teaching for instructor (also consider entire class s performance)  Grading SystemsAbsolute Grading -- based on defined % levels of each grade, student grade is independent of other students performances Class-Curve (Exam or Final Grade) -- comparison of student performances; helps lower-scoring students Pass/Fail Grade  Conclusion  Objectives of Assignments and Exams -- For Student: Motivation to learn new material and receive a grade For Instructor: Present new concepts, observe student in-take of material, and evaluate teaching skills Different Exams and Exam Questions -- Exams should meet previously-stated objectives Using well-thought-out questions Success reflected in class attendance, individual performances, and enthusiasm in course material.b'&Pf'&Pf SourcesThe New Professor s Handbook, Davidson & Ambrose, 1994. 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%AExams and Assignments (ERita Naddra Seminar on College Teaching and Learning October 15, 2001FF=Quick Review of Chapters 1 & 4 Student Learning and Lecturing>>$Instructors usually teach the way they learn Effective and motivating teaching is considering student diversity and learning diversity Real learning takes place after class Lecture is too time-constricted to go into the depth and breadth of class s material Tools for Evaluating Learning(@Well-constructed exams and assignments evaluate student learningGoals for Exams and Assignments  (_Stated verbally and in a class syllabus -- what students are expected to learn Message is: encourage learning material, not memorizing information Repetition of material in assignments and exams helps cement ideas Weekly assignments complementing regular testing schedule making assignments interesting and creative; applying to real-life situations $`fObjectives for Giving Exams(Gauges how much material student learned Drives student to learn course material Helps student look at new concepts in different lights Indicators of instructor s teaching performance Large component of final grade Criteria for Creating an Exam(Exam should not be too easy or too difficult Time allotted in class for taking exam should be kept in mind Size of class (grading time needed) Stimulating questions -- interesting and intriguing Accounting for different learning styles of all students Validity -- accomplished exam objectives Objectivity -- exam straightforward and fair Practicality -- well-constructed exam saves time grading later Several versions for subsequent sections or semesters Different types of exams and exam questions   Types of ExamsIn-Class/Closed Book -- most typical exam type; must also think about cheating Open-Book Tests -- some items are allowed to be used during exam Take-Home Exams  Types of Test QuestionsMultiple Choice -- tests student recall ability Short Answer -- evaluates student problem-solving skills Unstructured Problems -- for math-type courses Essay Questions -- tests student critical-thinking ability Matching -- linking 2 terms or concepts True/False Questions One-Word Answers or Fill-in Questions Ideal test contains a mixture of different types of questions -- students have different test-taking strengths*6s5t Types of Class AssignmentsHomework Problems Individual or Group Projects Written or Oral Reports Laboratory Work Assignments can emphasize learning more than evaluating -- helps in internalizing information with time constraints much less restrictive than with exams.W  Objectives for Assignments\Working in groups -- enhances further learning and working as a team Application of learned material to assignments Experiencing benefits and satisfaction from work Promote personal interests regarding course s subject matter -- meaningful problems that are pertinent to student Boost their final grade Feedback  Should be prompt, corrective, and supportive Vital part of optimal learning for student Assess student performance -- individually and as a class Grades have important future implications for student -- must practice fair grading policy Feedback from students: improving effectiveness of teaching for instructor (also consider entire class s performance)  Grading SystemsAbsolute Grading -- based on defined % levels of each grade, student grade is independent of other students performances Class-Curve (Exam or Final Grade) -- comparison of student performances; helps lower-scoring students Pass/Fail Grade  Conclusion  Objectives of Assignments and Exams -- For Student: Motivation to learn new material and receive a grade For Instructor: Present new concepts, observe student in-take of material,