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Slide1: Seminar XI Elements of Good Syllabi and Testing Norm Dennis

Active Learning Techniques: Active Learning Techniques Classroom Assessment Activities

Prepare a Focused List: Why do I make up a syllabus for my course? Prepare a Focused List Group Activity

What is a Syllabus: What is a Syllabus A Plan Where you are going How you are going to get there “Many students believe their primary task is to guess what their professors want to them to know, and if they guess wrong….” Felder and Brent, 1997 Course goals & objectives Focus on educating and facilitating vs. covering the content Strategies to accomplish Textbooks & other resources Teaching methods Schedule

What is a Syllabus: What is a Syllabus A Contract Pre-requisites & restrictions Rules and policies of the course Procedures for determining course grades “A large part of the students’ motivation in the classroom is directed toward the grades they hope to get from the course.” McKeachie, 1999

Syllabus Scholarship: Syllabus Scholarship How does your course begin? Why does is start where it does? What will you do during the course Lecture Lead discussions What will your students do? Assignments Evaluations How will the course end?

More Syllabus Questions: More Syllabus Questions How does your course connect to others? What is new? What is old? What is Fascinating about this course?

What is a Syllabus: What is a Syllabus Communicates…Who you are and what kind of person you are Basis for assessing your objectivity and fairness Basis for assessing your capacity to facilitate and deliver

Example Syllabus: Example Syllabus

Content of a Syllabus: Content of a Syllabus General Information Instructor(s) Contact information Prerequisites Office Hours Texts and References Course Objectives Action Verbs Measurable Outcomes

Content of a Syllabus: Content of a Syllabus Evaluation Criteria Exams, Quizzes Homework Group work Grade plan Course Policies Classroom Practices/Attendance Late work Academic Honesty

Content of a Syllabus: Content of a Syllabus Schedule Topics Assignments Major Submissions Exams Use the syllabus and schedule often

Testing: Testing Fair testing practices motivate students Unfair testing practices promote aggressive behavior Creation of good test instruments requires careful thought 3 Dennisisms

Testing Principles: Testing Principles Testing causes stress Integrate testing with other course activities. Base tests on learning objectives. Pay attention to Bloom’s Taxonomy. More are better

Bloom’s Taxonomy: Bloom’s Taxonomy List the Assumptions Rankine made in developing his theory of lateral earth pressure. List and discuss the assumptions Rankine made in developing his theory of lateral earth pressure. List five principal assumptions Rankine made in developing his lateral earth pressure theory and describe the influence of these assumptions on the values of earth pressure one obtains from the theory.

Testing Principles: Testing Principles Testing causes stress Integrate testing with other course activities. Base tests on learning objectives. Pay attention to Bloom’s Taxonomy. Remember why you are testing More are better

Slide17: A Framework for Teaching & Learning Provide an orientation: Why is this important? How does it relate to prior knowledge? Provide learning objectives. Provide information. Stimulate critical thinking about the subject. Provide models. Provide opportunities to apply the knowledge: In a familiar context. In new and unfamiliar contexts. Assess the learners’ performance and provide feedback. Provide opportunities for self-assessment.

Testing Principles: Testing Principles Testing causes stress Integrate testing with other course activities. Base tests on learning objectives. Pay attention to Bloom’s Taxonomy. Remember why you are testing Set students up for success on the first test. More are better

Types of Questions: Types of Questions Multiple Choice/True False Short Answer Discussion Objective/Problem Oriented

Multiple Choice: Multiple Choice Hard to prepare, easy to grade. TIPS Avoid negatives like, not, in the root. Rarely use “all of the above” or ….. Avoid “always” and “never” Distractors same case same length same complexity Provide space for student comments

Short Answer/Discussion: Short Answer/Discussion Easy to prepare, hard to grade Easier to climb up Bloom’s Tips Limit space for responses Decide on what constitutes a satisfactory response Plan on a 3 to 7 minute response Make constructive comments while grading

Problem Oriented Tests: Problem Oriented Tests Best to evaluate the problem solving process. Can be hard to grade. TIPS Provide all necessary information Include distracters Use an illustration Make the problem scenario based Create a “cut scale” or grading rubric

Student Preparation: Student Preparation Talk about exam Discuss the types of questions Number of questions Closed Book – Open Book – Crib Sheet Provide old exams

Test Preparation Tips: Test Preparation Tips Put one problem (number type) per page. Provide blank paper. Make 10% extra exams. Take the test for time. Create the answer sheet before exam time. Create a grading rubric before the exam. 3 to 1 Time Rule

Exam Administration: Exam Administration Come early Provide written instructions Avoid interruptions Post time remaining End on time.

Post Exam Behavior: Post Exam Behavior Norm based grading Post solution Cover grade distribution Discuss global problem areas.

References: References Felder, R. and Brent, R. 1997. Objectively Speaking. Chemical Engineering Education, 31(3), 178-179. McKeachie, W.J. 1999. Teaching Tips, 10th Ed. Houghton Mifflin Co. Grunert, Judith, 1997, “The Course Syllabus: A Learning-centered Approach”, Anker Publishing Company, Inc. Wankat, P.C. and F.S. Oreovicz, 1993, Teaching Engineering, McGraw Hill, Inc. Eble, K.E., 1988 The Craft of Teaching, Jossey-Bass Publishers.