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Tailoring Assessment to Fit in IBL Courses

Tailoring Assessment to Fit in IBL Courses. Matthew G. Jones California State University, Dominguez Hills. Brief Synopsis. Basic approach to assessment Grading presentations Components of a course grade Finding a system that works for your specific course. Assessment.

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Tailoring Assessment to Fit in IBL Courses

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  1. Tailoring Assessment to Fit in IBL Courses Matthew G. Jones California State University, Dominguez Hills

  2. Brief Synopsis • Basic approach to assessment • Grading presentations • Components of a course grade • Finding a system that works for your specific course

  3. Assessment • The purpose of assessment is to motivate students to put in appropriate effort, to value that work accordingly, to give feedback that fosters learning, and to measure the degree to which students have met learning goals by the end of the course.

  4. Grading Presentations • 10: Perfect. The solution exhibits no flaws, and the student is able to answer questions indicating an understanding of the proof. • 9: Correct proof/solution with minor issues resolved at board. The solution may have small issues with notation that are corrected by the student, possibly after prompting from the audience.

  5. Grading Presentations • 8: Correct proof/solution with issues resolved at board. The solution may overlook small details that the presenter does not recognize, even when prompted. • 7: Incorrect or partial proof/solution with explanation stating why the proof is incorrect or a discussion of precisely what obstacles prevent completion of a proof. • 0: Little or no progress toward a proof.

  6. Components of a Grade

  7. Components of a Grade

  8. Homework • For larger, lower division classes, homework is typically graded mostly for attempts, with a couple of problems checked for accuracy. • For more advanced courses, some or all of the proofs will be checked carefully. Rewrites are available for some or all of the problems.

  9. Portfolios • Portfolios are a review tool and a chance for students to hone their skill at writing proofs or solutions carefully. • Every proof is checked for accuracy.

  10. Exams • In lower division courses, exams are mostly small to moderate variations on solved problems. • In upper division courses, exams are a mix of previously presented proofs, variations, and extensions.

  11. Conclusion • Find what fits. Do not feel you have to have the perfect scheme. It will change and you can adjust based on the results you get in the class.

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