Tag: feedback
-
Muddiest Point
Angelo & Cross (1993) present a very simple classroom assessment technique designed to offer instructors fairly brief, yet powerful information regarding student learning. This formative assessment technique, referred to as the Muddiest Point, directly assesses gaps in student understanding through a simple framework: “What was the “muddiest” point in this session? That is, what topic remains…
-
Structured, Stage-Specific Guidance for AI-Supported Writing in Class
TLC partners with the University Writing Council (UWC) to share pedagogical strategies for teaching writing. Today’s author, Jaeyong Choi is a member of the UWC Advisory Board. This is the third in a series of posts addressing writing-intensive classes in the age of generative artificial intelligence. The previous post discussed “Three Approaches to AI Integration with Writing Courses.” When generative…
-
Establishing a Rhythm of Student and Faculty Participation in an Online Course
West Chester University’s RN to BSN program is fully online and I teach the introductory seven-week course for the program. We know that some of our incoming students do not have previous experience with high quality online learning. For this reason, clear guidance is crucial to ensure their success. To enhance my skills in teaching…
-
Assessment & Grading in Writing Courses
The WCU University Writing Council & Advisory Board created a series of modules for teaching writing better. We are sharing these modules here in the TLC Teaching Resource Hub. The full suite of activities is available on D2L. There are many different approaches faculty can take to assess and grade a writing project. Without the clarity of the…
-
Formative Assessment
Formative assessment is the process of checking for understanding so that instructors and students are able to see what they know and do not know. Formative assessments take place during instruction, which is in contrast to summative assessments which take place after instruction. Instructors can utilize data from formative assessments to provide supplemental instruction or…
-
Feedback and Self-Checks
The process of self-checking is more than just completing a multiple-choice quiz and receiving a grade. In this process, students complete a formative or summative assessment, receive feedback, and then “identify strategies that improve their understanding and skills” (McMillan & Hearn, 2008). Feedback can come from the instructor, a classmate, and/or electronically and is most…
Categories
- Assessment and Grading
- Course and Activity Design
- High Impact Practices (HIPs)
- Inclusive Teaching and Accessibility
- Instructional Delivery
- Integrating Research and Teaching (SoTL)
- Teaching Technology
- TLC Announcements
Recent Posts
- Muddiest Point
- Creating and Using Gamehut.org to Engage Students with Dr. Mahmoud Amer Podcast
- 2027 Faculty Fusion: Real Talk, Real Teaching
- Introducing Building Your Teaching Legacy
Tags
accessibility active learning AI field Guide augmented reality CELT classroom management classroom technology Creator+ D2L discussions educational technology engagement equity etextbooks experiential learning Faculty Fusion feedback game-based learning Generative AI H5P in-person events instructional technology ODLI on Air Podcast open educational resources Padlet PETAL podcasting Poll Everywhere reflection research simulations SoTL student faculty teaching collaboration program student response system student well-being syllabus teaching technology teaching tips Universal Design for Learning video virtual reality VoiceThread VR webinar writing