Transcript Designing assignments

Introduction
Seminar for New
Insert
Faculty
at
DIS
–
day
2
Title of
Presentation
At
the end of today’s session:
Insert
• you will have improved
techniques for communicating
with students and assessing
their work
Title of
Presentation
• you will know how to explain
expectations and standards to
students
• you will understand how
assignment writing, grading, and
rubrics work together
Recap
Insertand regroup
Questions from yesterday’s session?
Ideas to add into the mix?
Any other business?
Title of
Presentation
Designing
Insert
assignments
Title of
Presentation
Managing expectations and
requirements for successful
student assessment
Stages for constructing an assignment
Decide the
purpose of
the paper
Linked to
learning
objectives
Areas of
reward
Successful paper
Explained to
students
Clear
direction
Linked to
expectations
Writing an assignment –
seeing written work as an exchange of ideas
• What do you want the student to demonstrate relative
to the learning objectives of the course?
• Make it clear what you expect and what elements will
be rewarded with higher grades (rubrics help with
this).
• Emphasize the importance of doing what the
assignment asks, because it has a distinct purpose.
• If the student is designing the topic/assignment, make
sure to review it and look for its adequacy in relation to
the course.
• The assignment that you set is crucial to the success of
the paper the student writes.
Articulation is vital
• Tell students how you will decide on grades
• Tell students what will be rewarded
• Rubrics are an excellent guide for students
and instructors
• A rubric is a grid against which you can
evaluate standards
• Explaining how we will
grade helps us as teachers
An assignment that requires students to look at the critical approaches to a subject. Students
are told that their job is to explain and analyze positions. They should also be able to evaluate
the strengths and weakness of the arguments.
Argumentation
A work
B work
C work
Not passing
Acknowledges
multiple points of
view and tests the
strength of each
elements. Prove a
full understanding
of what is at stake
and how the
points differ from
each other. Able to
counterpoint
elements of the
arguments; create
a dialogue of
ideas. Moves
beyond the
expectations of
the assignment to
show superior
performance.
Recognises that
there are different
points of view and
explains what they
are. Adequate
explanation, but
doesn’t develop a
full study of
strengths and
weaknesses of the
arguments.
Doesn’t develop a
discussion of the
merits of the
points. Does
exactly what the
assignment
requires and no
more.
Acknowedges that
there are different
points of view and
offers an accurate,
but rudimentary
explanation. No
discussion of the
merits of the
points.
Presents one point
of view and
doesn’t
acknowledge any
alternative. May
even misrepresent
the line of
thinking.
Factors counting in the direction of a grade that is…
Below average
(Below B)
Average
(B and B+)
Above average
(A and A-)
Does not speak up in class regularly nor send in
reflections on lessons or readings regularly
Speaks up from time to time or sends in
reflections on lessons or readings
regularly
Speaks up or asks questions often
Active participation
Not afraid to ask ‘stupid’ questions – things that
many students may be wondering about
Speaking up for the sake of speaking up;
Repeating what teacher or other students have
already said / asked without realizing this
Generally respectful of other opinions /
contributions
Respectful towards other opinions
Not respectful towards other opinions / other
students’ contributions
Reads and uses information available on
Blackboard / in emails
Uses other students contributions in a constructive
way
Not reading information available on Blackboard /
in emails
Reads and uses information available on Blackboard
/ in emails
Attention and attitude
Attention not on lesson / field study
Attention generally on lesson / field study
Very attentive – this shows in attitude and in content
of contributions
On phone or computer during lessons
During lessons, computer is only used for
(this does not include note-taking in the first rows)
note-taking
During lessons, computer is only used for note-taking
Not respectful towards field study hosts
Respectful towards field study hosts
Very polite towards field study hosts, taking time to
talk to them and thank them
More than two absences not related to illness
Generally on time
Present and on time for all lessons
or emails ahead of class in case of illness
Unexcused absences
Maximum two unexcused absences
Late for class – unexcused or more times
Not on time for field study but did call
teacher in advance
On time for field study
No-show at consultation
Late cancellation of consultation
Uses consultations in a very constructive way
Going to consultation, but not using it
constructively
Ok use of consultation
Present and on time for consultation or cancelling
more than 24 hours in advance
Attendance
No un-excused absences
Not on time for field studies and did not call
teacher in advance
Disturbing class when arriving late
Consultations
(if arranging consultation
with teacher)
Not read assignment instructions & rubric
Aware of content of instructions and
rubric
Well-informed as to instructions and rubric
Full rubric combines key areas
A work
Argumentation
Use of sources
Structure
Originality of
thought
B work
C work
Not passing
Commenting on papers
•
•
•
•
How much should I comment?
What kind of comments should I offer?
Should I edit?
Can I be positive as well as critical?
Responding to students
Ask questions
Be directive if necessary
Break….
Insert
Title of
Presentation
Group work*
•
•
•
*
Advantages and disadvantages
Setting up groupwork
Grading
Students respond better to the word ‘team’
Things to consider
• Geography – where are students living?
• University – spread them out
• Majors in core classes (can be bigger issue in
electives)
• Gender
• Issue of individual vs. team grades (if possible)
• Give students opportunity to give feedback
about other team members
Grading
Sometimes it seems that students think we grade using this method.
3.6
3.55
3.5
3.45
3.4
GPA
3.35
3.3
3.25
3.2
3.15
3.1
Outgoing GPA
3.05
3
Semester
Incoming GPA
DIS will use the following adjustment for the US students when
converting the Danish point system to the US grades.
Danish grade
US grade
12
A
10
A-
7
B
4
C
02
C-
00
F
-3
F
The Danish government’s description of grades
The grade 12 is given for an excellent performance displaying a high level of command of all
aspects of the relevant material, with no or only a few minor weaknesses.
The grade 10 is given for a very good performance displaying a high level of command of
most aspects of the relevant material, with only minor weaknesses.
The grade 7 is given for a good performance displaying good command of the relevant
material, but also some weaknesses.
The grade 4 is given for a fair performance displaying some command of the relevant
material, but also some major weaknesses.
The grade 02 is given for a performance meeting only the minimum requirements for
acceptance.
The grade 00 is given for a performance which does not meet the minimum requirements
for acceptance.
The grade -3 is given for a performance which is unacceptable in all respects.
Facts about grading
• American students often expect that you
grade from the top down, rather than the
bottom up
• Some seem to care more about the grade than
what they learn (which is why linking the two
is so vital)
• They are not afraid to claim a grade is wrong
but they are rarely good at explaining why!
How can I help Teaching and Learning?
• Let us know if any of your students seem to have
problems (missing class, acting differently, etc)
• On policy issues that affect things outside your
classrooms, like exams, reiterate the policy,
and/or refer to the TLC – don’t say it is alright
with you
• Read the Teaching and Learning newsletter!
Thank
Insertyou for coming, and
good
luck
with
your
semester!
Title of
Presentation
Keith Gumery
[email protected]