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CL-1: Field-tested Learning Assessment Guide (FLAG)

The FLAG offers broadly applicable, self-contained modular classroom assessment techniques. CATs) and discipline-specific tools. For STEM instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer. A section to help you select the most appropriate assessment technique(s) for your course goals. Matching Goals to CATs.

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CL-1: Field-tested Learning Assessment Guide (FLAG) | flaguide.org Reviews
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The FLAG offers broadly applicable, self-contained modular classroom assessment techniques. CATs) and discipline-specific tools. For STEM instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer. A section to help you select the most appropriate assessment technique(s) for your course goals. Matching Goals to CATs.
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1 and other resources
2 introduction
3 assessment primer
4 cats
5 tools
6 resources
7 who we are
8 site map
9 webmaster
10 download
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CL-1: Field-tested Learning Assessment Guide (FLAG) | flaguide.org Reviews

https://flaguide.org

The FLAG offers broadly applicable, self-contained modular classroom assessment techniques. CATs) and discipline-specific tools. For STEM instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer. A section to help you select the most appropriate assessment technique(s) for your course goals. Matching Goals to CATs.

INTERNAL PAGES

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1

CL-1: Field-tested Learning Assessment Guide (FLAG): Resources

http://www.flaguide.org/resource/resource.php

In this concluding section of the FLAG. We offer several useful resources for faculty who wish to expand their knowledge of assessment practices in college and university SMET courses or to contact individuals who currently use these techniques in their own courses. Click on the appropriate category below. If you find anything missing from these sections, or would like to make a contribution to this section, please contact us at info@flaguide.org. Matching Goals to CATs. Meet the CL-1 Team.

2

FLAG Tool Submission Form

http://www.flaguide.org/tools/Tool_Submit.html

Help the FLAG become the one-stop shop for assessment! You can help your fellow science, mathematics, engineering, and technology instructors by submitting a high-quality, field-tested assessment instrument to the FLAG. Before you provide information on the tool itself, we would like to have contact information about you so we can get in touch with you about the tool. Please complete all fields below. Information About The Tool. Check all that apply). You, the person submitting the tool. In the spaces be...

3

CL-1: Field-tested Learning Assessment Guide (FLAG): CATs: Minute paper

http://www.flaguide.org/cat/minutepapers/minutepapers1.php

Screen 1 of 6). Department of Physics and Astronomy. University of New Mexico. Why Use the Minute Paper? The Minute paper provides real-time feedback from a class to find out if students recognized the main points of a class session—or were confused by them! 151; and so help the instructor craft changes for the next class. What is the Minute Paper? A concise note (taking one minute! Minimal; can be formulated during class. Students need brief oral instructions the first time. One minute (actually a few).

4

CL-1: Field-tested Learning Assessment Guide (FLAG): Matching Goals to CATs

http://www.flaguide.org/goals/goals.php

Matching Goals to CATs - Overview. Contains about a dozen Classroom Assessment Techniques (CATs). For use in college and university STEM courses. Each of the CATs occupies a niche in the assessment repertoire. However, the usefulness of any CAT depends entirely on the goals the instructor has established for his or her course. This section is designed to assist you to select the most appropriate CAT(s) for your course. On the next page, Matching Goals to CATs,. 2nd edition, San Francisco: Jossey-Boss.

5

CL-1: Field-tested Learning Assessment Guide (FLAG): Assessment Primer (1 of 5)

http://www.flaguide.org/start/start.php

Screen 1 of 5). Are you asking too little of your class? Are your students approaching your course as hurdlers, barely clearing required levels of performance? Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights? If your students aren't high jumpers, maybe it's because you aren't asking them to high jump. By using appropriate assessment techniques, you can encourage your students to raise the height of the bar. One goal of...

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chemconnections.org chemconnections.org

Assessment & Evaluation

http://www.chemconnections.org/Evaluation/index.html

Of the MC2 Evaluation team was to determine the. Impact of the modular materials, created by the ModularChem and. ChemLinks Consortia, on students and faculty. In addition, we were. Charged with helping faculty improve their own assessment methods. To evaluate the modular materials, we have constructed an assessment. Package focusing on change in students' conceptual understanding,. Thinking skills and attitudes toward science. Conceptual. Students' scientific reasoning skills, we conduct think-aloud.

petersj.people.cofc.edu petersj.people.cofc.edu

Problem Based Learning & Scientific Inquiry in Introductory Biology

http://petersj.people.cofc.edu/CCLI/index.html

Problem-Based Learning and Scientific Inquiry in Introductory Biology. PI - John S. Peters, College of Charleston, Department of Biology. Co-PI - Brian Scholtens, College of Charleston, Department of Biology. If you would like information about. Adopting any of the inquiry-based labs. Developed for this project at your institution. Help (faculty workshops or consulting) with implementing Problem, Case Studies or Inquiry-Based Learning at your institution. A Vision of Students Today (by Students! Learning...

engineering-education.mines.edu engineering-education.mines.edu

Center of Engineering Education Resources

http://engineering-education.mines.edu/resources.htm

A wealth of information about departmental assessment. Best Practices in Writing Across the Curriculum. For CSM faculty: a repository of information about what's worked well in WAC courses. Bibliography on the Scholarship of Teaching. Provides a descriptive bibliography of book and articles on the Scholarship of Teaching. Provides information concerning the use of small groups to support the learning process. Examples of Genres for the Scholarship of Teaching. Field-tested Learning Assessment Guide (FLAG).

justinbagley.org justinbagley.org

Teaching Resources - Justin C. Bagley - Postdoctoral Researcher

http://www.justinbagley.org/teaching-resources

Justin C. Bagley – Postdoctoral Researcher. UnB Dept. de Zoologia. Scientific Presentations: Posters and Talks. Research Advice & Resources. General Ecology – BIOL 3700. Topics in Zoology: Integrative Taxonomy – ZOO 397806. Merging ecology, evolution, and historical biogeography. You are here :. Justin C. Bagley - Postdoctoral Researcher. November 6, 2013. Resources for Developing Lecture Courses. Video set 2 – Overview. 10 steps for building your first academic course. Design and Teach a Course. FLAG) i...

conceptualacademy.com conceptualacademy.com

Student-Centered Learning | Conceptual Academy

http://www.conceptualacademy.com/student-centered-learning

Skip to main content. Understanding Our Natural Universe. Conceptual Physical Science Explorations. Conceptual Integrated Science Explorations. How It Works Page. CA in 73 seconds. What students can do in class instead of listening to a lecture. The instructor should consider new team formations after each mid-term. Students thus work together in the same team on up to the mid-term, which is collaborative as described earlier. Mid-term exam scores are then used as the basis for new team formations. Quest...

teachingastronomy.blogspot.com teachingastronomy.blogspot.com

Teaching Astronomy: January 2010

http://teachingastronomy.blogspot.com/2010_01_01_archive.html

Monday, January 18, 2010. Astro 101 Posters from AAS 2010 Washington, D.C. At the American Astronomical Society meeting recently held in Washington, D.C., I was pleased to attend four astronomy education presentation sessions (not including all the public outreach and new media sessions! If you had an Astro 101-related poster at AAS and it isn't listed below, please send it in! Measuring Science Literacy in College Undergraduates. Students' Reasoning Difficulties in Cosmology. Twenty-Year Survey of Scien...

teachingastronomy.blogspot.com teachingastronomy.blogspot.com

Teaching Astronomy: January 2008

http://teachingastronomy.blogspot.com/2008_01_01_archive.html

Monday, January 14, 2008. Using The Word "Believe" In The Science Classroom: AER January 2008. Comments and discussion in reference to Kristine Larson's January 2008 AER. Article entitled " This I. Understand: The Importance of Banning the B-Word from Science. Larson demonstrates the entrenchment of the “b-word” in popular books, articles and textbooks. Her article’s main suggestion is that we should be removing the word from our explanations of science. I agree. 8221; by Moti Ben Ari. The chapter is...

fod.msu.edu fod.msu.edu

Mid-term Student Feedback | FOD

http://fod.msu.edu/oir/mid-term-student-feedback

Skip to main content. Mission, Policies and Advisory Board. Opportunities and Intended Participants. Why Do Mid-term Student Feedback? What Does Research Show About Mid-term Student Feedback? Models for Mid-Term Student Feedback. Using Information from Student Feedback on Teaching. Michigan State University Services for Mid-Term Student Feedback. Other Techniques for Formative Assessment (CATs). Additional Resources on Mid-Semester Feedback. Teaching and Learning Resources. 1 Learners and Learning. 429 O...

mzeilik.com mzeilik.com

Michael Zeilik - Home

http://www.mzeilik.com/index.htm

Michael Zeilik wins 2002 Education Award from the American Astronomical Society. The American Association of Physics Teachers awards Michael Zeilik the 2003 prize for excellence in physics teaching. Astronomy: The Evolving Universe (9th edition) wins a 2003 Texty Award. Review of the 9th edition. A slick introductory textbook that vaguely resembles a really thick Discover magazine. Zeilik.presents each topic in a patient, engaging manner.". Active Astronomy (and Physics! Insights into the Universe (2003).

icbg.wordpress.com icbg.wordpress.com

IC-bG workshops at SOTE-IV | Innovative Course-Building Group

https://icbg.wordpress.com/resources/sotevi

A social network for learning. Course Design for the Liberal Arts. IC-bG workshops at SOTE-IV. Promoting and Sustaining a Culture of Undergraduate Research among Chemistry Majors. By Julia Metzker, Chavonda Mills, and Rosalie Richards. Building Learning Experiences That Matter: Using Civic Issues to Engage Students in Your Course Content. By Julia Metzker, CaralynZehnder, and Kimberly Cossey. Resources for Course Design. Designing Effective and Innovative Courses Tutorial ( html. Chalk Talk ( html. IC-bG...

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CL-1: Field-tested Learning Assessment Guide (FLAG)

The FLAG offers broadly applicable, self-contained modular classroom assessment techniques. CATs) and discipline-specific tools. For STEM instructors interested in new approaches to evaluating student learning, attitudes and performance. Each has been developed, tested and refined in real colleges and universities classrooms. The FLAG also contains an assessment primer. A section to help you select the most appropriate assessment technique(s) for your course goals. Matching Goals to CATs.

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