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
• 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
Benefits over the Real Blackboard
• Orientation
• Provides outline/structure for class
• Incorporate multimedia/images
• Permanent record for instructor
Mechanisms of Receptor Tyrosine Kinase Activation
(ex. from Bio46 – Filling in Outline)
1. Divalent Ligand
http://www.molecularmovies.com/bindingstudy/treatment_03.html
Targeting Her2
(ex. from Bio46 – Providing Structure for Brainstorming)
Extracellular
Intracellular
Clickers to Enhance Student Self-Assessment and
Feedback
• Answering 80% 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
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