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astro300_f18:day4 [2018/08/30 04:55] – cchengastro300_f18:day4 [2018/09/05 21:56] (current) – [Homework] ccheng
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   - 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.
  
 +=====Peer Visit Assigning (5 minutes)=====
  
 =====Section Recap (20 minutes)===== =====Section Recap (20 minutes)=====
  
-=====Group Work (20 minutes)=====+=====Group Work (25 minutes)=====
  
-(5 minutes) Active Learning +(5 minutes) Recap and Why Group Work?
- +
-(5 minutes) Why group work?+
    - Group work appeals to many learning styles. Group work provides a sense of shared purpose that can increase motivation.     - Group work appeals to many learning styles. Group work provides a sense of shared purpose that can increase motivation. 
    - Group work introduces students to the insights and values of their peers.    - Group work introduces students to the insights and values of their peers.
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    - We (as college instructors) should be encouraging and developing students' ability to do higher-order thinking.    - We (as college instructors) should be encouraging and developing students' ability to do higher-order thinking.
  
-(10 minutes) Design a new type of group work+(5 minutes) Every person/pair is given a different type of group work. Pairs predict what the group work entails and then discusses the advantages/disadvantages of the type once they read its description. 
 + 
 +(10 minutes) Jigsaw Group Work
  
-Some tips that address some difficulties of group work:+(5 minutes) Tips for Group Work
    - Be sure to introduce the activity with crystal clear instructions. Ambiguity leads to either poor group work or individuals going off and doing their thing.     - Be sure to introduce the activity with crystal clear instructions. Ambiguity leads to either poor group work or individuals going off and doing their thing. 
    - The quality of the group work depends sensitively on the activity and questions asked. We encourage open-ended questions and questions that actually involve group discussion. The focus on problem solving results in individual working; new strategies are needed for this, like:    - The quality of the group work depends sensitively on the activity and questions asked. We encourage open-ended questions and questions that actually involve group discussion. The focus on problem solving results in individual working; new strategies are needed for this, like:
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 ===== Multiple Choice and Free Response Questions (40 min) ====== ===== Multiple Choice and Free Response Questions (40 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) Individually, come up with BOTH a multiple choice and free response question for the class you're teaching for and write them down on a piece of paper. Remember to think about what learning objectives they test and what level(s) of learning they probe. 
-   - (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 "acceptable answer." Once you have gone over each other's questions, discuss in your small groups what you liked about the question and offer improvements to flesh it out further. Some questions to consider (perhaps project on the board):+   - (5 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 "acceptable answer." Once you have gone over each other's questions, discuss in your small groups what you liked about the question and offer improvements to flesh it out further. Some questions to consider:
        - 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?
-   - (6 min) Come back as a class and discuss.+   - (5 min) Come back as a class and discuss.
          * Did you learn anything surprising?           * Did you learn anything surprising? 
          * Is this easy? (Unfortunately, NO!)          * Is this easy? (Unfortunately, NO!)
          * 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.  +   - (25 min) Go through question example slides as a class exercise.  
          * MC Summary          * MC Summary
            * Test what you teach and teach what you test!            * Test what you teach and teach what you test!
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        * Make the questions easy to grade!  Don't give students the opportunity to 'core-dump' for a problem: be very specific about what you're looking for in these questions.        * Make the questions easy to grade!  Don't give students the opportunity to 'core-dump' for a problem: be very specific about what you're looking for in these questions.
      *  Can be more time-consuming than MC questions, depending on the overall length of the exam.      *  Can be more time-consuming than MC questions, depending on the overall length of the exam.
- 
- 
-=====Rubrics and Grading (30 min)===== 
- 
-====Activity==== 
- 
-  * Activity in groups of 3. Each group receives the same free response 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.  
-  * (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: 
-        * Reading some responses first is important 
-        * How to handle erroneous info 
-        * The most important part of grading: **Grade fairly and consistently for ALL students**. 
-        * Try not to look at student names while grading anything 
-        * Grade in blue or green (not red!) 
-        * GRADE WHAT YOU TEACH AND TEACH WHAT YOU GRADE 
- 
-==== Notes from Past Years==== 
- 
-=== Free-Response Quizzes and Exams=== 
-    * Most questions should have 1 and only 1 correct answer (matching, fill in the blank, put in order, //etc.//). 
-    * Paragraph or few sentence responses or plotting can be uglier. 
-    * Try to give partial credit where you can.  **Always** give points for correct steps even if the final answer's wrong.  If they get the final answer but their steps or logic to get there is wrong, give them some points, but not too many. 
-    * Obviously if they screw up part (a) by a factor of 2, but carry that extra factor through parts (b) through (f) and get everything else right (while including the factor of 2), they should **only** lose points on part (a).  Also, stress this fact to your students so they don't get frustrated if they can't do (a), but the rest are doable (maybe even tell them to make up an answer to use for later parts, or in the question say 'use 5km for the rest of this question if you don't get part (a)'). 
-    * In longer answers, you should usually reward for correct information more than you punish for incorrect information.  With that said, if they say something really wrong or even contradictory to the rest of their answer, they should be penalized a decent amount. 
-    * Hopefully on your quizzes and exams you stress to students that they must write clearly and explain their steps and logic clearly.  If you can't read their writing or understand what's going on, **you should usually assume it's wrong.** 
-    * 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! 
- 
  
  
 =====Homework===== =====Homework=====
- 
   - Peer visits are assigned. Meet up for discussion with both the person who visited you and the person you visited by 9/19. Bring a completed {{:peergsivisit.pdf| Peer Visitation Worksheet}} to class on 9/19.   - Peer visits are assigned. Meet up for discussion with both the person who visited you and the person you visited by 9/19. Bring a completed {{:peergsivisit.pdf| Peer Visitation Worksheet}} to class on 9/19.
-  - Draft a full length quiz and detailed grading rubric for the quiz. Bring TWO copies to class next week.+  - Draft a full length quiz (20 minutes in length, 50 total points) for the class you are teaching. Bring TWO copies to class next week.

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