At the end of each semester, I ask my ENGL 203 (British Lit I) students to write a reflective essay. They reread one day’s assignment from earlier in the semester and reflect on how either their reading methods or comprehension has changed.
This assignment gives me a qualitative kind of feedback about the class. They’re learning how to tell a story about what they’ve gotten out of the course.
I must admit that part of me wants some hard numbers assessment. So I made a 10-question multiple choice exam. I gave it to my students on the first day of class (and did not return it). I gave it to them yesterday on our last regular day of class. Here’s what it looks like…
Continue reading “Personal Assessment”
Paper comments are about ethos and pathos as much as they are logos.
What does that mean?
I shouldn’t just point out something in a paper because it needs correction.
My comments should be:
a) motivated by wanting to help the student improve (pathos)
b) phrased in such a way as to help promote revision and learning (ethos).
So here are ten things I say on a LOT of papers.
Continue reading “Ten Comments I Consistently Give Students on Their Papers”
I’m traveling to a conference today, and I’m having a colleague proctor an exam for me in my absence. Letting someone else look at my work is always exciting/frightening, but it gives me a chance to articulate what exactly I’m trying to do with my exams.
Here are two things my exams AREN’T and two things my exams ARE…
Continue reading “Exams: My Approach”