Assessing Student Learning
Facilitated by: Heather Hurren, Manager, Academic Development
Module 3: Providing Effective Feedback & Self/Peer Assessment
Tuesday, November 8th,12:00 PM - 1:00 PM SCI 331
This workshop will examine methods to ensure students are receiving timely and constructive feedback and also provide tips for using peer and self-evaluation procedures as part of the assessment in a course.
Tuesday, November 29th, 12:00 PM - 1:00 PM SCI 331
Participants will share best practices for assessing large classes and also take a look at strategies for assessing teamwork.
Register Now
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Learning Technology Environment Renewal
The end of the current license for Blackboard Learn (known as Connect) is approaching and we are consulting university-wide with faculty and students to evaluate future options for our core Learning Technology Environment (LTE). A group of seven faculty and four students will engage with their peers over the next few months through a variety of different channels. The information below gives more information about the project.
Project Overview
In the 2016/17 academic year, we are consulting university-wide to collect and analyze the requirements to determine how the UBC Learning Technology Environment needs to change to better support teaching and learning. These results will be used to select the application that sits at the core of our Learning Technology Environment. This project is driven by the vision and principles stated in the LTEP project.
In order to achieve this vision, seven faculty and four students have been recruited to engage with their peers and facilitate discussions on the future of learning at UBC. This process will result in the implementation of an environment that:
- Emphasizes teaching and learning and the needs of faculty and students
- Is chosen by consulting with faculty and students, led by a group of their peers
- Includes input from all stakeholders , putting the needs of students and faculty first
Project Timeline
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“Make Your Reading Quiz a Carrot, Not A Stick”
Peter Newbury - CTL Director
How do you get students to do the pre-class tasks in a flipped class? Perhaps have a reading quiz for marks – students who don’t do the tasks will fail the quiz.
That’s a stick. Make your reading quiz a carrot, though, and you can get more students completing the tasks and even better engagement in class.
You’re asking students to invest time and effort into your class so it’s reasonable that you reward them. Each pre-class assignment should have a matching reading quiz with a handful of questions that test the material presented in the readings and other resources. The questions are typically drawn straight from the material and don’t require higher-order analysis, synthesis or creation (that’s what you’ll be doing in class.) The quiz is typically multiple choice because that’s easier to run and assess. Any student who follows your pre-class guidance with reasonable care should score 100% on the quiz.
Some instructors use clickers to run the reading quiz at the beginning of class but I recommend you run the quiz online through Connect:
- There’s more variety of questions: multiple-choice, “select all that apply”, students can type in words, phrases, sentences, and more.
- Include the question, “What did you find most confusing?” This is a great way to promote metacognition — students thinking about their own understanding of the concepts. There’s no right and wrong answers here – students can get a point for answering.
- Create the opportunity for students to contribute to the upcoming class. You can ask your students for examples of where they think Concept X might be important (“Besides airplane wings, where else is it important to determine lift?”). Find out who has had Experience Y (“Have you ever been scuba diving?”) and if they’d be willing to share those experiences with the class. Survey them to gauge their interest in Historical Event Z. Again, there are no wrong answers – every answer is valuable.
Use the tools in Connect to set the quiz to close at midnight the day before you teach (that is, late on Wednesday night before your Thursday class.) This gives you time to come to work in the morning, look over their responses, and adapt the lesson based on their needs and experiences. If many students are confused about a concept that you think is so easy you weren’t planning to explain it, well, you have time to change your lesson. And if half the class talks about the lift around wind turbine blades and no one mentions spoilers on race cars, you can change your race car example.
Imagine the feeling of empowerment when a student sees the example they suggested being analyzed or when they’re invited to share an experience. That’s a big carrot, big enough that the student will definitely do the pre-class tasks for the next class!
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Vancouver Island University TBL Institute
Transform Your Classroom with Team-Based Learning
December 9 and 11, 2015 in Nanaimo, British Columbia
The Vancouver Island University TBL Institute is designed to take you through the process of transforming a traditionally taught course into a TBL course. This event is geared for faculty members who will implement the TBL approach beginning in January 2016.
For more information about TBL, please visit the TBL Collaborative or peruse LearnTBL, the collection of resources provided by Jim Sibley at UBC.
To apply, please provide us with your information at https://survey.viu.ca/Guest_2015_TBL.survey. |
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Chapter 11: Improving Undergraduate Generic Problem Solving Skills by Using Problem-Based Learning in a Large Classroom Setting. A. Klegeris & H. Hurren
Read
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TBLC will be holding a regional workshop in San Francisco, California on December 9, 2016.
This all day session will offer 2 workshops:
TBL 101
This is the single best introduction to TBL. It is conducted in a TBL format, participants must prepare ahead, take an IRAT, and engage actively with their assigned team members. The structure, process, and essential characteristics of an effective TBL module are emphasized.
Creating an Effective TBL Module
This workshop is for educators who have completed the introductory workshop on Team-Based Learning™ - TBL 101. The entire workshop is conducted in a TBL format and there is an advance assignment.
Faculty Instructors:
Parto Khansari
William Ofstad
Click here for more details
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Final call for TA Credentialing
A number of TAs have had scheduling conflicts and have been unable to complete their TA training. Please advise them that the Centre for Teaching and Learning will be offering a boot camp night on November 29 th, at 6.00pm in SCI 331. This is for TAs who have taken the initial three day training but have been unable to attend the three required seminars. They will be able to complete the three seminars in one night.
Register: http://ctl.ok.ubc.ca/tagrad/workshops/at-a-glance.html |
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Training for TAs: Marking Multiple Choice Bubble Sheet Exams
Dates and Times:
·Mon Nov 7, 10:30-11:30 am
·Tue Nov 15, 11am – 12 pm
·Wed Nov 30, 9:30-10:30 am and 2-3 pm
·Thu Dec 1, 10-11 am and 1-2 pm
Location: ARTS 338
This training session is designed for TAs who will be marking multiple choice exams administered on bubble sheets. The scanning and marking process will be demonstrated with sample exam sheets. This workstation is also referred to as the Optical Mark Reader (OMR). Space will be limited to 6 participants or less.
Note: This training session takes place in a room reserved for the Psychology department. TAs from all departments are welcome to attend the training. Outside of the training session, TAs from other departments can use the OMR station located in the Library.
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