Tag: formative assessment

SIP #2.26 Rough Drafts as Pedagogy

A page of text that has been edited using track changes

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SIP #2.17 Gallery Walks for Structured Small Group Discussions

Thirsty for Strong Instructional Practice? Have you ever planned a class discussion only to find just a few students participating? Small, structured group discussions often work much better than whole class discussions. But, how can you provide this structure in a way that gets every student actively involved? Take a SIP of this: Gallery Walks …

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SIP 2.10 Student-to-Student Peer Evaluation

Thirsty for a Strong Instructional Practice Do you ever feel like you spend all your time grading or have grading piling up no matter how hard you try? What if assessing what students know and do not know in a class is not just up to the instructor? What if students could be involved in …

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SIP 2.9.1: Just in Time Teaching

Thirsty for Strong Instructional Practice? If you ask instructors what their students could do to help their learning, many will lament that “students don’t prepare for class time.” Indeed there is a consistent (and long) record of studies showing that less than a third of students adequately prepare for class. In a fairly broad survey, …

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Permanent link to this article: http://sites.msudenver.edu/sips/just-in-time-teaching/

SIP 2.8 One-Minute Quick Writes

Thirsty for Strong Instructional Practice? One-minute quick-write activities ask students to stop what they are doing and produce a written response in only one minute. This technique can be used to collect feedback by asking them to identify what they thought the most confusing point of class was or to voice a question that was …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-2-8-one-minute-quick-writes/

SIP 2.7 Formative Assessment

Thirsty for Strong Instructional Practice? Formative assessments are formal or informal feedback tools to learn what your students have or have not learned in class. They are quick and detailed feedback to let the students know how they are doing and to let the teacher know when to re-teach or to move on with a …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-2-7-formative-assessment/

SIP 1.13: Written Feedback to Students

College professor handing back papers to students

Thirsty for a Strong Instructional Practice? Giving students feedback on their writing is one of the most important ways that we can individualize instruction. It can be easy to lose sight of this, however, when we are confronted with a stack of student papers and feel pressure to focus our comments on justifying a grade. …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-1-13-written-feedback-to-students/

SIP 1.12: Universal Design for Learning (UDL)

Two blind students doing chemistry with accessible equipment

Thirsty for a Strong Instructional Practice? Given the tremendous diversity of students at MSU Denver, using only in-class, written tests to assess all students doesn’t allow us to truly measure what students have learned; instead, we sometimes end up simply testing their ability to take exams. Take a SIP of this: Universal Design for Learning …

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SIP 1.10: Polling to Expand Student Participation

This is a picture of dozens of students in a large lecture hall. All of the students have computers out in front of them and there are large screens around the whole room.

Thirsty for a Strong Instructional Practice? Getting a large group of students involved in class interaction can be a challenge. Some students participate willingly while others are more reluctant. Take a SIP of this: Polling to Expand Student Participation Interactive technologies can provide a platform that will encourage broader interaction. Through the web-based technologies listed below …

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SIP 1.5: Classroom Assessment Techniques

Three students sitting at a table writing

Thirsty for a Strong Instructional Practice? We all want to create the ultimate learning environment for our students. What does this look like? It may vary from discipline to discipline, or from lower-division to upper-division classes, but two aspects of a good learning environment are constant: student contribution and student safety. Every student should contribute …

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Permanent link to this article: http://sites.msudenver.edu/sips/sip-1-5-classroom-assessment-techniques/