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astro300_f17:day5 [2017/09/07 04:01] – [Homework] ccheng | astro300_f17:day5 [2017/09/14 18:00] (current) – [Administering Demos (15 min)] ccheng | ||
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Today we'll be continuing our discussion of how to write good free response questions and discuss how to approach a creating a rubric and grading. | Today we'll be continuing our discussion of how to write good free response questions and discuss how to approach a creating a rubric and grading. | ||
+ | |||
+ | We'll also discuss the pros and cons of using demos and best practices when implementing them | ||
====General Takeaways==== | ====General Takeaways==== | ||
- Especially when writing free response questions, it can be useful to develop a grading rubric for each question as a way of ensuring that your questions are specific, clear, and not testing the same concept over and over again. | - Especially when writing free response questions, it can be useful to develop a grading rubric for each question as a way of ensuring that your questions are specific, clear, and not testing the same concept over and over again. | ||
+ | - Demos can be useful, but one should be wary of oversimplifying a concept or disengaging the class | ||
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- | ===== Multiple Choice and Free Response Questions (40 min) ====== | ||
- | + | =====Rubrics and Grading (30 min)===== | |
- | The students should have prepared one multiple choice question and one free response question as last week's homework. | + | |
- | + | ||
- | - (10 min) Share your questions with a partner. Have them attempt to answer the questions or at least determine what concepts were being probed and what would have constituted as an " | + | |
- | - For both: | + | |
- | * Is the wording clear? | + | |
- | * What concepts are being tested? | + | |
- | - For the multiple choice: | + | |
- | * Is there clearly only one correct answer? | + | |
- | * Are there any obvious throw-away answers? | + | |
- | * Are you able to rule out any response because of the wording alone (i.e., are there hints in the structure)? | + | |
- | - For the free response: | + | |
- | * Does part B test the small conceptual/ | + | |
- | * 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? | + | |
- | - (5-10 min) Come back as a class and discuss. | + | |
- | * Did you learn anything surprising? | + | |
- | * Is this easy? (Unfortunately, | + | |
- | * What part of question writing did you find the most difficult? | + | |
- | + | ||
- | =====Rubrics and Grading (40 min)===== | + | |
====Activity==== | ====Activity==== | ||
* Activity in groups of 2. Each group receives the same free response question. | * Activity in groups of 2. Each group receives the same free response question. | ||
- | * Have each group develop a key and rubric for the question. (5 minutes) | + | * Have each group develop a key and rubric for the question. (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) | + | * 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. (10 minutes) |
* Have students compare your grade with others in the group and discuss. (10 minutes) | * Have students compare your grade with others in the group and discuss. (10 minutes) | ||
* Discuss as a class and recap the main ideas of grading as a class. (10 min) | * Discuss as a class and recap the main ideas of grading as a class. (10 min) | ||
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* Grade in blue or green. My (Aaron' | * Grade in blue or green. My (Aaron' | ||
* GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE. | * GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE. | ||
+ | |||
+ | =====Quiz Exchange (20 minutes) ===== | ||
+ | |||
+ | Take each other' | ||
+ | |||
+ | * Quizzes are not just assessments of a student' | ||
+ | * Well constructed quizzes reward engagement with the material, test multiple levels of Bloom' | ||
+ | * Remember to take your own quiz slowly and time yourself. Multiply that time by ~3 to estimate how long it'll take your students. | ||
+ | * Don't grade in red pen! | ||
+ | |||
+ | |||
==== Notes from Past Years==== | ==== Notes from Past Years==== | ||
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+ | =====Administering Demos (15 min, if time)===== | ||
+ | |||
+ | Printable Version Here: [[astro300_f14: | ||
+ | |||
+ | * Demo basics: | ||
+ | * Demos are a great addition to a standard/ | ||
+ | * Sometimes they actually do help elucidate concepts and students like doing " | ||
+ | * As always, the EBRB is a great resource and has a page devoted to [[private: | ||
+ | * In addition, on a given topic' | ||
+ | |||
+ | * What makes a good demo? | ||
+ | * Illustrating difficult physical concept(s) | ||
+ | * Interactive: | ||
+ | * A springboard to new topics | ||
+ | * Straightforward: | ||
+ | * Demo actually illustrates concept in question | ||
+ | |||
+ | * When demos go wrong: | ||
+ | * Demos **can and sometimes do** FAIL! | ||
+ | * Sometimes, especially in astronomy, they can confuse students more than help them or oversimplify a concept. | ||
+ | * Materials may be missing or broken, so CHECK IN ADVANCE! | ||
+ | |||
+ | * Some of our favorite demos: | ||
+ | * Remind everyone that most are written up in the EBRB and on the Resources handout (and wiki page) | ||
+ | - Arc lamps: Put high voltage through tubes of gas and look through diffraction gratings to see spectral lines. | ||
+ | * Head GSIs will train GSIs, Ask Ay375 instructors if you need help. | ||
+ | * Students like this one | ||
+ | * Make sure the stuff is there if your section is early in the day. | ||
+ | * Test it yourself and make sure you can see lines so you can help your students better. | ||
+ | - Warping of Spacetime: A 2D analogy using stretchy black fabric and balls/ | ||
+ | - Celestial sphere, phases of the moon, seasons, orbits: Styrofoam balls, a lamp or flashlight, people getting up and moving around. | ||
+ | - Retrograde motion //(Discuss pitfalls)// | ||
+ | - Day & night on Earth (circle up around a lamp and groups of 3) | ||
+ | - Lunar phases (balls on a sticks around a lamp and groups of 3) | ||
+ | - Seasons (circle up around a lamp) | ||
+ | - Lunar rotation and orbit (//i.e.// tidal locking) (one person orbits another with the Moon's arms outstretched) | ||
+ | - Parallax with your finger (very simple, “close one eye then the other” kind of thing) | ||
+ | - Doppler shift of sound (whirling a buzzer on a string) | ||
+ | - Class H-R diagram | ||
+ | - Stating in words, stating in math, drawing, and acting out Kepler' | ||
+ | - Donut/bagel on a string (though I'm sure profs will do it in class) | ||
+ | - Jumping on a chair with balls being thrown (though I'm sure profs will do it in class) | ||
+ | - (Rayleigh) Scattering of Light: Fill a fish tank with water and a couple drops of milk and shine a flashlight through it to show scattering of blue light and transmission of red light. On the EBRB [[private: | ||
+ | - Planetary Nebulae (and Limb Brightening and Optical Depth): use a Hoberman sphere covered in Christmas lights to show how spherical radiating clouds can appear ring-like. | ||
+ | * Physics has some, but it's kind of a pain to check them out, but some are good for section and some are good for full lecture. | ||
+ | |||
=====Homework===== | =====Homework===== | ||
- If you haven' | - If you haven' | ||