Transcript Slide 1
University of South Carolina
Evaluating the Work of Your Student
Jamil A. Khan, Ph.D., P.E.
Associate Professor
Mechanical Engineering
University of South Carolina
TA TRAINING
http://www.me.sc.edu/grad/TAtraining.html.
Evaluation of this workshop
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Q#1.
What
Q#2
are the three important traits of a good teacher?
Fill in the blank:
A carefully
prepared detailed syllabus may prevent potential
_______ during the semester
Q#3
In
one sentence, write down what you would want me to do
differently if I were to teach this workshop again.
Modeling Critical Thinking
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Assign
open ended-problem
Solution
should meet some constraint but is not unique
Brain storm ideas
Encourage out-of-the-box thinking
Let
me hear your ideas
Effective teaching
students who are having unusual difficulty
and directing them to USC resources for help
How to gauge your impact on students
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Spotting
How
Reading signs, seek feed back
Ask questions outside the class (one on one)
Is the end of the semester student evaluation sufficient? Isn’t it
end-of-the-pipe inspection?
to know when to make changes in teaching the
class
Syllabus
Other changes
Taylor
your teaching at the level of your students
Honors class teaching
Balancing
your own research, class schedule with
teaching schedule
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Grading Student work
(Why?)
Plan
DO
Act
Check
The Shewhart Cycle
Test Construction
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Don’t
go to outer space to pull test material
Comment on trick question
Test
should show that you are meeting the course
objectives
Be concerned about the reliability of the test. Test
questions should be clear.
Have it checked out by your peers or by yourself
Frequency
of testing. I prefer frequent short tests
leading to big test
Make the test close to reality.
In-class test are artificial
I real life problem solving is different from in-class test
Perspective
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Grades
measure what is known at the time of the
test
Students are very interested in grades
In fact way too much focus
Quality of the instruction may be reflected in grades
Don’t teach like elementary school at the same time do not
teach like a monster
Remember
learning is student’s responsibility, you
can not do it for them
You certainly can find out why a student is not learning
Grading
a teacher you have to demonstrate that you have
the ability to grade
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As
You can demonstrate this by helping the students continuously
improve
Do you have the credentials?
Be
unbiased
Grade should reflect connection between what was
asked and what was turned-in
Grades are feed-back
This feed-back should focus on the work not the
person
Separate the work from the student
Testing students during the semester
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When
to choose essay questions
When to use short-answer questions
• Class size
Pop
quizzes
Regular short quizzes (announced)
Projects
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Are
open ended but still has some limitations
(constraint)
Objective is to develop critical thinking
Time constraint
Know how far you can push the students
Share the best method for completing the project
It is always good to break-up the project into
separate groups and assign weighted grades
Papers
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Teaches
communication skills
Follow proper format
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Evaluating
essays and answers to essay questions
Oral Presentation
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What
do you look for
Introduction
Problem
statement
Body language and delivery
Technical contents
Audio visual aid and its use
Conclusions
Question/answers
Grading a Laboratory Report
COMPONENTS
REQUIRED:
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1.
Title page - lab title, author(s), lab section, date
2. Objective
3. Actual data sheet - with observers and date of
experiments
4. Sample calculations
5. Results (tabular and/or graphical)
6. Discussion of results
7. Conclusions
PREPARATION
1.
GUIDELINES
Use white, unlined paper with no tattered edges.
2. Must be typed.
3. Graphs and tables should be professional quality. No
free-handing of curves permitted. Coordinates should be
neatly labeled. All figures must have a number and a title.