GSI Guidebook

Responding to Student Writing - A Sample Commenting Protocol

Responding to Student Writing - A Sample Commenting Protocol


Ideally, instructor comments should provide directive, thorough, but
also focused advice to students regarding the strengths and weaknesses
of their essays, and the means to improve them. The following protocol
offers one approach to achieving these goals. It takes a “less is
more” approach by identifying a few key elements (strengths and
weaknesses) in an essay and structuring a head comment and marginal comment Read more »

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Responding to Student Writing - Principles and Practices

Sweetland Writing Center

Some general principles

  • Assessment of student writing really begins with assignment design, because that is the best time to determine what you want students to achieve with the assignment, and what constitutes a good response.
  • Students value thoughtful feedback that engages them in dialogue with a reader making an effort to understand what they have to say.
  • Reactive commenting and line editing result in fragmented and confusing feedback.
  • Some of the most useful forms of commenting include (i) questions stimulating further thought, (ii) brief summaries of what the reader got out of the paper, and (iii) descriptions of difficulties the reader encountered.
  • Offering your more detailed feedback on drafts that students will revise puts it to more efficient and effective use.

Some best practices Read more »

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Best Practices for Designing and Grading Exams

 

Adapted from M.E. Piontek (2008)
Center for Research on Learning and Teaching

The most obvious function of assessment methods (such as exams, quizzes, papers, and presentations) is to enable instructors to make judgments about the quality of student learning  (i.e., assign grades). However, the method of assessment also can have a direct impact on the quality of student learning. Students assume that the focus of exams and assignments reflects the educational goals most valued by an instructor, and they direct their learning and studying accordingly  (McKeachie  & Svinicki, 2006).  General grading systems can have an impact as well.  For example, a strict bell curve (i.e., norm-reference grading) has the potential to dampen motivation and cooperation in a classroom, while a system that strictly rewards proficiency (i.e., criterion-referenced grading) could be perceived as contributing to grade inflation. Given the importance of assessment for both faculty and student interactions about learning, how can instructors develop exams that provide useful and relevant data about their students' learning and also direct students to spend their time on the important aspects of a course or course unit? How do grading practices further influence this process?

Guidelines for Designing Valid and Reliable Exams

Ideally, effective exams have four characteristics. They are: Read more »

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Strategies for Developing Students' Group Work Skills in the Laboratory Class

Portions adapted from Kerner (2009); Black, Gach, & Kotzian (2007); Chadwich (1989); Winter, Lemons, Bookman, & Hoese (2001)

Your students will do most of their experiments as a member of a team where they will be expected to combine and compare data.  Research on learning has shown that students learn better, develop interpersonal skills, and enjoy a course more when they work in a group-learning environment. In addition, teamwork typifies real-world science better than independent learning.  Team learning does not mean that students simply work side by side on a problem, or the best student works while the others watch. Rather, a well functioning group has interdependent team members who effectively communicate ideas, interact around questions, analyze data, and problem solve together. Your job as an instructor is to help students learn how to work in a team and to mediate learning difficulties. This section will provide skills specific to the laboratory class. See Guidelines for Using Groups Effectively for more information on working with student group work and teams in classroom instruction.  
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Strategies for Managing Discussions with Groups in the Laboratory Class

Strategies for Managing Discussions with Groups in the Laboratory Class

Adapted from Allen, O’Connell, Percha, Erickson, Nord, Harper, Bialek, & Nam (2009)

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