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astro300_f17:day5 [2017/09/13 22:08] – [Demos] tzickastro300_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 "acceptable answer." Once you have gone over all the questions, discuss in your small groups the goods and suggested improvements for the questions. Some questions to consider (perhaps project on the board): +
-       - 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/procedural knowledge as part A? +
-           * 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, NO!) +
-         * 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) Done in previous class day 
-  * 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's) philosophy: Grade your own work in red, because you don't care about your own feelings. Grade other people's work in blue or green.          * Grade in blue or green. My (Aaron's) philosophy: Grade your own work in red, because you don't care about your own feelings. Grade other people's work in blue or green. 
         * 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's quizzes and provide feedback as to the structure, wording and efficacy of the quiz.
 +
 +  * Quizzes are not just assessments of a student's understanding but opportunities to teach as well.
 +  * Well constructed quizzes reward engagement with the material, test multiple levels of Bloom's Taxonomy, incorporates questions of various types, tests what was taught, and encourages deeper learning and understanding.
 +  * 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)=====+=====Administering Demos (15 min, if time)=====
  
 Printable Version Here: [[astro300_f14:DemosHandout]] Printable Version Here: [[astro300_f14:DemosHandout]]

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