I highly recommend this book for both learners and teachers. But now I know the problem. Foreigners always use the phrasal verbs which I never learned.
Prepared by Allison Boye, Ph. Teaching, Learning, and Professional Development Center Assessment is a necessary part of the teaching and learning process, helping us measure whether our students have really learned what we want them to learn.
While exams and quizzes are certainly favorite and useful methods of assessment, out of class assignments written or otherwise can offer similar insights into our students' learning. And just as creating a reliable test takes thoughtfulness and skill, so does creating meaningful and effective assignments.
Undoubtedly, many instructors have been on the receiving end of disappointing student work, left wondering what went wrong… and often, those problems can be remedied in the future by some simple fine-tuning of the original assignment.
This paper will take a look at some important elements to consider when developing assignments, and offer some easy approaches to creating a valuable assessment experience for all involved. First Things First… Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor: Your goals for the assignment.
Why are you assigning this project, and what do you hope your students will gain from completing it? What knowledge, skills, and abilities do you aim to measure with this assignment?
Creating assignments is a major part of overall course design, and every project you assign should clearly align with your goals for the course in general. For instance, if you want your students to demonstrate critical thinking, perhaps asking them to simply summarize an article is not the best match for that goal; a more appropriate option might be to ask for an analysis of a controversial issue in the discipline.
The levels of your students. What do your students already know, and what can they do when they enter your class? Knowing what your students are or are NOT bringing to the table can help you tailor the assignment appropriately for their skill levels, for an assignment that is too challenging can frustrate students or cause them to shut down, while an assignment that is not challenging enough can lead to a lack of motivation.
Knowing your students' levels will help you determine how much direction to provide for them as well. Some abilities you might want to investigate include: Are they familiar with any conventions you might want them to know? Do they know how to conduct research? Do they know the proper style format, documentation style, acceptable resources, etc.?
Do they know how to use the library Fitzpatrick, or evaluate resources? What kinds of writing or work have they previously engaged in? For instance, have they completed long, formal writing assignments or research projects before?
Have they ever engaged in analysis, reflection, or argumentation? Have they completed group assignments before? Do they know how to write a literature review or scientific report?
In his book Engaging IdeasJohn Bean provides a great list of questions to help instructors focus on their main teaching goals when creating an assignment p.
What are my main learning objectives for each module and for the course? What thinking skills am I trying to develop within each unit and throughout the course?
What are the most difficult aspects of my course for students? If I could change my students' study habits, what would I most like to change? What difference do I want my course to make in my students' lives?
What your students need to know Once you have determined your own goals for the assignment and the levels of your students, you can begin creating your assignment. However, when introducing your assignment to your students, there are several things you will need to clearly outline for them in order to ensure the most successful assignments possible.
First, you will need to articulate the purpose of the assignment. Even though you know why the assignment is important and what it is meant to accomplish, you cannot assume that your students will intuit that purpose.
Being transparent with your students and explaining why you are asking them to complete a given assignment can ultimately help motivate them to complete the assignment more thoughtfully. In other words, use precise verbs that communicate whether you are asking them to analyze, argue, describe, inform, etc.
Provide them with a specific task to complete, such as a problem to solve, a question to answer, or an argument to support. For those who want assignments to lead to top-down, thesis-driven writing, John Bean suggests presenting a proposition that students must defend or refute, or a problem that demands a thesis answer.
It is also a good idea to define the audience you want your students to address with their assignment, if possible — especially with writing assignments. Otherwise, students will address only the instructor, often assuming little requires explanation or development Hedengren, ; MIT, Further, asking students to address the instructor, who typically knows more about the topic than the student, places the student in an unnatural rhetorical position.BibMe Free Bibliography & Citation Maker - MLA, APA, Chicago, Harvard.
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