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Student Feedback and Formative Assessment What are some challenges in a large course?

Student Feedback and Formative Assessment What are some challenges in a large course?. Photos: http://symposium.tlt.psu.edu/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation/. http://admissions.yale.edu/small-seminar?format =large. Tablet – The “New” Blackboard.

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Student Feedback and Formative Assessment What are some challenges in a large course?

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  1. Student Feedback and Formative Assessment What are some challenges in a large course? Photos: http://symposium.tlt.psu.edu/2011/03/symposium_stories_4_from_large_lecture_to_a_world_in_conversation/ http://admissions.yale.edu/small-seminar?format=large

  2. Tablet – The “New” Blackboard • Provide bare bones outline on Trunk before class • Students fill in as we go • Allows time for digestion of material • Increases flexibility • Freedom of conversation allows me to see where we are • Use to brainstorm • Ask open-ended questions

  3. Benefits over the Real Blackboard • Orientation • Provides outline/structure for class • Incorporate multimedia/images • Permanent record for instructor

  4. Mechanisms of Receptor Tyrosine Kinase Activation(ex. from Bio46 – Filling in Outline) • Divalent Ligand http://www.molecularmovies.com/bindingstudy/treatment_03.html

  5. Targeting Her2(ex. from Bio46 – Providing Structure for Brainstorming) Extracellular Intracellular

  6. Clickers to Enhance Student Self-Assessment and Feedback • Answering80% of the questions was worth 10% of grade • over 95% of students received a 100% • Used at least 2 questions/class (with other brainstorming/open-ended questions) • Used in think-pair-share format or discussion format • Why is the right answer right? • Why are the wrong answers wrong? • Provides us BOTH with real time feedback • Monitor responses as they come in • Provide multiple questions on same challenging topic • Follow-up next lecture • Students have opportunity to immediately USE information and monitor their own understanding

  7. Some Clicker “Tips” • Use old exam questions to generate questions • Use data/images/etc to make clickers more interesting/relevant • Focus on areas of misconceptions • Clickers aren’t just for right/wrong questions • Provide students with some sense of how many people chose a given answer even if you don’t show the graph (ex. 50/50) • Teach students how to use clickers to enhance their studying

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