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astro300_f16:day4 [2016/09/07 04:12] – [Multiple Choice and Free Response Questions (40 min)] ccheng | astro300_f16:day4 [2016/09/07 06:37] (current) – jwang | ||
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Remind them that this is something we intend to do every week and that everyone should come prepared to share about how their previous sections went. | Remind them that this is something we intend to do every week and that everyone should come prepared to share about how their previous sections went. | ||
- | (2 minutes) Individually, | + | Remind them what to think about for section |
* What did you do? | * What did you do? | ||
* How did you implement your activities? | * How did you implement your activities? | ||
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* What were you thinking about while you were running section? Any moments of panic? | * What were you thinking about while you were running section? Any moments of panic? | ||
- | (18 minutes) Open the floor up for general questions and sharing about how sections are going. | + | (20 minutes) Open the floor up for general questions and sharing about how sections are going. |
- | ===== Multiple Choice and Free Response Questions (40 min) ====== | + | ===== Multiple Choice and Free Response Questions (37 min) ====== |
- (5 min) Come up with either a multiple choice or free response question for the class you're teaching for and write it down on a piece of paper. Also think about what learning objectives it tests and what level of learning it probes. | - (5 min) Come up with either a multiple choice or free response question for the class you're teaching for and write it down on a piece of paper. Also think about what learning objectives it tests and what level of learning it probes. | ||
- | - (10 min) Trade your questions with a partner. Have them attempt to answer the questions or at least determine what learning objectives were being probed, what level of learning it targeted, and what would have constituted as an " | + | - (6 min) Trade your questions with a partner. Have them attempt to answer the questions or at least determine what learning objectives were being probed, what level of learning it targeted, and what would have constituted as an " |
- For both: | - For both: | ||
* Is the wording clear? | * Is the wording clear? | ||
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* What if students cannot solve part A? What does that imply for part B? | * What if students cannot solve part A? What does that imply for part B? | ||
* What sort of responses might students give under the pressures of an exam setting? | * What sort of responses might students give under the pressures of an exam setting? | ||
- | - (5 min) Come back as a class and discuss. | + | - (6 min) Come back as a class and discuss. |
* Did you learn anything surprising? | * Did you learn anything surprising? | ||
* Is this easy? (Unfortunately, | * Is this easy? (Unfortunately, | ||
* What part of question writing did you find the most difficult? | * What part of question writing did you find the most difficult? | ||
- (20 min) Go through question example slides as a class exercise. | - (20 min) Go through question example slides as a class exercise. | ||
+ | * MC Summary | ||
+ | * Test what you teach and teach what you test! | ||
+ | * Write short, clear questions and solutions. | ||
+ | * All answers should be of a similar tone and length. | ||
+ | * Avoid throw-aways, | ||
+ | * Be sure to not suggestively word your responses. | ||
+ | * Exams should have a variety of difficult and easy questions. Some easier questions at the start of the exam can enhance motivation. | ||
+ | * FR Summary | ||
+ | * Test what you teach and teach what you test! | ||
+ | * Write clear prompts. Be explicit about what you want students to provide (no core dumps). | ||
+ | * Multiple parts should test multiple ideas, not the same idea again and again. | ||
+ | * Solutions should require novel ideas, not a summary of material in the prompt. | ||
+ | * Reminder about timing: always take your own quiz/ | ||
+ | |||
**Some notes on multiple choice questions: | **Some notes on multiple choice questions: | ||
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* Activity in groups of 3. Each group receives the same free response question. | * Activity in groups of 3. Each group receives the same free response question. | ||
- | * Have each group develop a key and rubric for the question. (5 minutes) | + | * (5 minutes) |
- | * Give each group one student response to that question (three different responses, one for each group). Have each student grade the quiz based on that rubric individually. (5 minutes) | + | * (5 minutes) Give each group one student response to that question (three different responses, one for each group). Have each student grade the quiz based on that rubric individually. |
- | * Have students compare your grade with others in the group and discuss. (10 minutes) | + | * (10 minutes) Have students compare your grade with others in the group and discuss. |
- | * Discuss as a class and recap the main ideas of grading as a class. (10 min) | + | * (10 minutes) Discuss as a class and recap the main ideas of grading as a class: |
- | * emphasize that reading | + | * Reading |
- | * discuss how to handle erroneous info. | + | * How to handle erroneous info |
* The most important part of grading: **Grade fairly and consistently for ALL students**. | * The most important part of grading: **Grade fairly and consistently for ALL students**. | ||
- | * Try not to look at student names while grading anything. | + | * Try not to look at student names while grading anything |
- | * Grade in blue or green. My (Aaron' | + | * Grade in blue or green (not red!) |
- | * GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE. | + | * GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE |
==== Notes from Past Years==== | ==== Notes from Past Years==== | ||
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* Be suspicious: If you see similar, very wrong answers, flag the tests and compare their answers to other questions. Hopefully you can look out for cheating while the quiz/exam is actually going on, but you won't be able to see everything. | * Be suspicious: If you see similar, very wrong answers, flag the tests and compare their answers to other questions. Hopefully you can look out for cheating while the quiz/exam is actually going on, but you won't be able to see everything. | ||
* Talk (probably through e-mail) to students in your section(s) who performed very poorly (grades of less than 40% or 50%). They may be too shy to ask for help even if they know they need it! | * Talk (probably through e-mail) to students in your section(s) who performed very poorly (grades of less than 40% or 50%). They may be too shy to ask for help even if they know they need it! | ||
- | |||
- | ===Scantron Exams=== | ||
- | * You'll grade these kinds of tests with your fellow GSIs. | ||
- | * Have a few people people double-check the answer key Scantron //for each version of the exam// **BEFORE** you start running all the tests through the machine. | ||
- | * Note any questions that are missed quite frequently. Reasons for this can include: | ||
- | *The question was poorly written or possibly too hard | ||
- | *The students just didn't know that material very well | ||
- | | ||
- | | ||
- | * Note any one student who missed a TON.. Reasons: | ||
- | *They really just don't know what's going on | ||
- | *They marked the wrong test version (you might be able to re-run it through the machine with the correct answer key or their GSI or the Head GSI might have to grade it by hand) | ||
- | *They used some writing utensil that the machine doesn' | ||
- | | ||
- | *Use your judgment here; it's annoying to grade a Scantron by hand, but if they really just accidentally spilled something on it, then you should probably grade it by hand with no penalty. | ||
- | * It's a good idea to skim over each of your student' | ||
- | * Like after quizzes, strongly consider talking to students in your section(s) who performed very poorly (grades of less than 40% or 50%). | ||
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=====Homework===== | =====Homework===== | ||
- | - Draft a quiz and detailed grading rubric for the quiz. Bring two copies to class next week. | + | - Draft a full length |
- Start thinking about who to pair up with for section visits next week. | - Start thinking about who to pair up with for section visits next week. |