Category Archives: Assessment

Assessment for Learning and motivating

Here are some articles on using grading, not grading and failure as motivational strategies. Kinser, R. (December 4, 2012). Grade changes: Using marks to motivate students. Education Week. This article is about using grading practices for motivational purposes while protecting … Continue reading

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Really Big Resource – Solve a Teaching Problem

Solve a Teaching Problem by Carnegie Mellon University Here’s a valuable site from Carnegie Mellon University that provides practical strategies to address common teaching problems. It has you identify a teaching problem and possible causes and then provides you with … Continue reading

Posted in Assessment, Classroom Management, Curriculum Development, Instructional Considerations, Instructional Strategies, Learning how to Learn, Lesson Planning, Motivation, Positive Learning Environments, Really Big Resource Web Sites, Teaching Process-How to be a student, Teaching Thinking - Metacognition, Problem Solving | Leave a comment

IAS: Problem Recognition Tasks

When solving a math problem, the very first step is to recognize the problem type so you can apply the correct solution. This short video is an explanation of Problem Recognition Tasks, an informal assessment strategy you can use to … Continue reading

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Assessment-And now for something completely different

I had a 4th year Economics prof who said this was the marking method he used. Gullible me – I thought he was serious! A Guide to Grading Exams by Daniel Solove · December 14, 2006  

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Students who want what they want because they want it – NOW!

Students with a sense of entitlement think they deserve what they want because they want it. Although there are few of them, responding to these students can be time consuming. This helpful article suggest ways to deal with them. Weimer, … Continue reading

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Bonus Marks earned, not given

Here’s a carrot approach to getting homework done – allow students to earn bonus marks for extra work, but only if their homework is done. Golding, T. (February, 2010) Extra Credit Assignments: An Innovative Approach.  

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Late penalties lead to inaccuracy

Here’s an excellent article on what’s wrong with late penalties, summed up well by the author, who says grades are supposed to reflect the student’s ability to meet the intended learning outcomes of the course and handing in work on … Continue reading

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Self and peer assessment – advantages and disadvantages

This article provides a good overview of the advantages and disadvantages of using self and peer assessment in the classroom as well as some advice on implementing them. The University of Sydney. (n.d.). Self and peer assessment – advantages and … Continue reading

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Assessment Matters – A Self and peer assessment primer

This little booklet provides a comprehensive list of best practices for implementing self-assessment or peer-assessment in the class room. Spiller, D. Assessment matters: Self-assessment and peer assessment. Teaching Development/ Wahanga Whakapakari Ako.  University of Waikato. Retrieved on May 13, 2014 … Continue reading

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Late Assignments – One instructor’s policy

In this article, Nels Highberg describes how he handles assignments that are handed in late. Highberg, N. (2009, October 22). Developing policies for late assignments. Retrieved May 09, 2014, from The Chronicle for Higher Education: http://chronicle.com/blogs/profhacker/developing-policies-for-late-assignments/22784

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