GSI Guidebook

Adapted by Vilma Mesa and Mary Wright from Angelo & Cross (1993)
University of Michigan

“Classroom assessment helps individual college teachers obtain useful feedback on what, how much, and how well their students are learning. Faculty [and GSIs] can then use this information to refocus their teaching to help students make their learning more efficient and effective” (Angelo & Cross, p. 3).  The selected techniques listed below briefly describe the CAT, the amount of instructor preparation, and the amount of in-class time needed for each assessment. 

Being a Graduate Student Instructor (GSI) at the University of Michigan (U-M) can be a very exciting and sometimes challenging experience.  The purpose of this Guidebook is to serve as a compass by helping GSIs navigate through these experiences and directing new and experienced GSIs to practical teaching strategies and resources.  Many of the articles were specifically selected to support your endeavors and were written by U-M faculty, GSIs, staff, and scholars in the field of teaching and learning.  As a former U-M GSI, I remember navigating through my various instructional roles and responsibilities and using an earlier version of this Guidebook as a resource. I encourage you to review the contents and discover the various articles, including several new documents included in this edition.  Further, I believe you should seek out additional teaching resources and mentors from your department, school, or college who can support you further. Read more »

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