Insert Title of Presentation Introduction Seminar for New Faculty at DIS – day 2

Insert Title of Presentation At the end of today’s session: you will have improved techniques for communicating with students and assessing their work you will know how to explain expectations and standards to students you will understand how assignment writing, grading, and rubrics work together

Insert Title of Presentation Recap and regroup Questions from yesterday’s session? Ideas to add into the mix? Any other business?

Insert Title of Presentation Designing assignments Managing expectations and requirements for successful student assessment

Stages for constructing an assignment Successful paper Decide the purpose of the paper Linked to learning objectives Explained to students Linked to expectations Clear direction Areas of reward

Writing an assignment – seeing written work as an exchange of ideas What do you want the student to demonstrate relative to the learning objectives of the course? Make it clear what you expect and what elements will be rewarded with higher grades (rubrics help with this). Emphasize the importance of doing what the assignment asks, because it has a distinct purpose. If the student is designing the topic/assignment, make sure to review it and look for its adequacy in relation to the course. The assignment that you set is crucial to the success of the paper the student writes.

Articulation is vital Tell students how you will decide on grades Tell students what will be rewarded Rubrics are an excellent guide for students and instructors A rubric is a grid against which you can evaluate standards Explaining how we will grade helps us as teachers

An assignment that requires students to look at the critical approaches to a subject. Students are told that their job is to explain and analyze positions. They should also be able to evaluate the strengths and weakness of the arguments. A workB workC workNot passing Argumentation Acknowledges multiple points of view and tests the strength of each elements. Prove a full understanding of what is at stake and how the points differ from each other. Able to counterpoint elements of the arguments; create a dialogue of ideas. Moves beyond the expectations of the assignment to show superior performance. Recognises that there are different points of view and explains what they are. Adequate explanation, but doesn’t develop a full study of strengths and weaknesses of the arguments. Doesn’t develop a discussion of the merits of the points. Does exactly what the assignment requires and no more. Acknowedges that there are different points of view and offers an accurate, but rudimentary explanation. No discussion of the merits of the points. Presents one point of view and doesn’t acknowledge any alternative. May even misrepresent the line of thinking.

Factors counting in the direction of a grade that is… Below average (Below B) Average (B and B+) Above average (A and A-) Active participation Does not speak up in class regularly nor send in reflections on lessons or readings regularly Speaking up for the sake of speaking up; Repeating what teacher or other students have already said / asked without realizing this Not respectful towards other opinions / other students’ contributions Not reading information available on Blackboard / in s Speaks up from time to time or sends in reflections on lessons or readings regularly Generally respectful of other opinions / contributions Reads and uses information available on Blackboard / in s Speaks up or asks questions often Not afraid to ask ‘stupid’ questions – things that many students may be wondering about Respectful towards other opinions Uses other students contributions in a constructive way Reads and uses information available on Blackboard / in s Attention and attitude Attention not on lesson / field study On phone or computer during lessons (this does not include note-taking in the first rows) Not respectful towards field study hosts Attention generally on lesson / field study During lessons, computer is only used for note-taking Respectful towards field study hosts Very attentive – this shows in attitude and in content of contributions During lessons, computer is only used for note-taking Very polite towards field study hosts, taking time to talk to them and thank them Attendance More than two absences not related to illness Unexcused absences Late for class – unexcused or more times Not on time for field studies and did not call teacher in advance Disturbing class when arriving late Generally on time Maximum two unexcused absences Not on time for field study but did call teacher in advance Present and on time for all lessons or s ahead of class in case of illness No un-excused absences On time for field study Consultations (if arranging consultation with teacher) No-show at consultation Going to consultation, but not using it constructively Not read assignment instructions & rubric Late cancellation of consultation Ok use of consultation Aware of content of instructions and rubric Uses consultations in a very constructive way Present and on time for consultation or cancelling more than 24 hours in advance Well-informed as to instructions and rubric

Full rubric combines key areas A workB workC workNot passing Argumentation Use of sources Structure Originality of thought

Commenting on papers How much should I comment? What kind of comments should I offer? Should I edit? Can I be positive as well as critical? Responding to students Ask questions Be directive if necessary

Insert Title of Presentation Break….

Group work* Advantages and disadvantages Setting up groupwork Grading * Students respond better to the word ‘team’

Things to consider Geography – where are students living? University – spread them out Majors in core classes (can be bigger issue in electives) Gender Issue of individual vs. team grades (if possible) Give students opportunity to give feedback about other team members

Grading Sometimes it seems that students think we grade using this method.

Danish gradeUS grade 12A 10A- 7B 4C 02C- 00F -3F DIS will use the following adjustment for the US students when converting the Danish point system to the US grades.

The grade 12 is given for an excellent performance displaying a high level of command of all aspects of the relevant material, with no or only a few minor weaknesses. The grade 10 is given for a very good performance displaying a high level of command of most aspects of the relevant material, with only minor weaknesses. The grade 7 is given for a good performance displaying good command of the relevant material, but also some weaknesses. The grade 4 is given for a fair performance displaying some command of the relevant material, but also some major weaknesses. The grade 02 is given for a performance meeting only the minimum requirements for acceptance. The grade 00 is given for a performance which does not meet the minimum requirements for acceptance. The grade -3 is given for a performance which is unacceptable in all respects. The Danish government’s description of grades

Facts about grading American students often expect that you grade from the top down, rather than the bottom up Some seem to care more about the grade than what they learn (which is why linking the two is so vital) They are not afraid to claim a grade is wrong but they are rarely good at explaining why!

How can I help Teaching and Learning? Let us know if any of your students seem to have problems (missing class, acting differently, etc) On policy issues that affect things outside your classrooms, like exams, reiterate the policy, and/or refer to the TLC – don’t say it is alright with you Read the Teaching and Learning newsletter!

Insert Title of Presentation Thank you for coming, and good luck with your semester! Keith Gumery