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astro300_f17:day5 [2017/09/13 22:10] – [Multiple Choice and Free Response Questions (40 min)] 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.  
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 +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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-=====Rubrics and Grading (40 min)=====+=====Rubrics and Grading (30 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.
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 +=====Quiz Exchange (20 minutes) =====
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 +Take each other's quizzes and provide feedback as to the structure, wording and efficacy of the quiz.
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 +  * 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!
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 +
  
 ==== 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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