Required readings:
- Bean, John C. 2011. “Designing Tasks to Promote Active Thinking and Learning.” In Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom.
- Angelo, Thomas A. and K. Patricia Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers. Excerpts.
- Walvoord, Barbara E. and Virginia Johnson Anderson. “Effective Grading: A Tool for Learning and Assessment.” Summary and review by David Adams.
- Blum, Susan, ed. 2020. Ungrading: Why Rating Students Undermines Learning, and What to Do Instead. Excerpt. [Annotate in Perusall]
- Lang, James M. 2013. “Cheating Lessons, Part 1; Part 2; and Part 3.” Chronicle of Higher Education.
Assignment: For EACH course that you are developing:
- Look at the course outcomes and skills you identified earlier. Draft course assignments that help students develop these skills and/or that assess the degree to which your students have achieved one or more of the course learning outcomes.
- Outline grading information: How you would approach grading for each assignment (credit/no-credit? peer or self assessment? develop a rubric? etc.). How much does each assignment contribute to the overall course grade?
- Identify a classroom assessment technique that you might use for formative assessment during the course. Brainstorm (in a couple sentences) how you might incorporate that assessment into a lesson.
Recommended Resources:
- Assessment
- McTighe and Ferrara. 1997. “Assessment Framework.” Assessing Learning in the Classroom.
- “Assignment Modalities” and “Formative and Summative Assessment,” Derek Bok Center for Teaching and Learning, Harvard University.
- Examples of Classroom Assessment Techniques (CATs); More examples
- Parkes, Jay and Dawn Zimmaro. 2016. Learning and Assessing with Multiple Choice Questions in College Classrooms. Routledge. [Listen to an interview with the authors here.]
- Stachoviak, Bonni. 2015. “Choose Your Own Adventure Learning: Part 1” and “Part 2.” Teaching in Higher Ed.
- Virdi, Jaipreet. 2019. Example of flexible assignment structure from Disability in the American Experience course.
- Antrosio, Jason. “Assessing Anthropology: Student Learning Outcomes Assessment.” Living Anthropologically.
- Grading and Ungrading
- Blum, Susan. 2017. “Ungrading.” Inside Higher Ed, November 14.
- Danielewicz, Jane and Peter Elbow. 2009. “A Unilateral Grading Contract to Improve Teaching and Learning.” College Composition and Communication 61(2).
- Stommel, Jesse. 2018. “How to Ungrade.” See also “Ungrading: An FAQ” and “Ungrading: A Bibliography.“
- Inoue, Asao. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future; and Labor–Based Grading Contracts : Building Equity and Inclusion in the Compassionate Writing Classroom
- Rubrics
- Stevens, Dannelle D., Antonia J. Levi, and Barbara E. Walvoord. 2012. “What is a Rubric? and “How to Construct a Rubric.” Chapters 1 and 3 in Introduction to Rubrics: An Assessment Tool to Save Grading, Convey Effective Feedback, and Promote Student Learning.
- Rubric-making tools: Quick Rubric; iRubric
- Examples of rubrics: Carnegie Mellon Univ; Univ of West Florida; Association for the Assessment of Learning in Higher Education
- Crane, Denise. 2018. “What Students See in Rubrics.” Inside Higher Ed, August 30.
- Academic Integrity
- Blum, Susan. 2009. My Word! Plagiarism and College Culture.
- Lang, James. 2013. Cheating Lessons: Learning from Academic Dishonesty.
- McGranahan, Carol. 2017. “Can there be a cheat-proof exam?” Savage Minds, May 19.
- Morris, Sean Michael and Jesse Stommel. 2017. “A Guide for Resisting EdTech: The Case Against Turnitin.” Hybrid Pedagogy, June 15.