Group items tagged

The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics.

For teams to be successful, the teamwork environment must be managed. The Team-Maker forms teams according to user-specified criteria. The Comprehensive Assessment for Team-Member Effectiveness (CATME) gathers peer evaluation data and self evaluations to assess how effectively each team member contributes to the team and gives feedback to team members and to the person administering the teams.

A new study shows that students learn much better through an active, iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.

In general, research has found student evaluations of teaching to be a valid and reliable means to evaluate instruction. However, it is necessarily true that student evaluations reflect the students' perceptions and points-of-view. Therefore, it is important to view course evaluations as just one measure of teaching effectiveness-a set of data that can be used alongside peer evaluation of teaching, instructor self-evaluation, and other measures.

An instructor explains how and why she switched from providing written comments on student assignments to audio comments. 

In this nine-minute video I explain how to use a feature in Microsoft Word to automatically insert text (with hyperlinks) into a student's essay. Doing so saves the instructor a significant amount of time, and provides the student with "just in time" resources.