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Aristotle and His Teacher Book Chapter
Book Chapter
Aristotle and His Teacher
By: Joy Hakim
Grade Level: Elementary School, High School, Middle School
Aristotle took the ideas of those who had come before him and melded them into a grand theory that attempted to explain and classify everything know. It was an enormous accomplishment, and it set a base for science that is still with us today.
Aristotle took the ideas of those who had come before him and melded them into a grand theory that attempted to explain and classify everything know. It was an enormous accomplishment, and it set a base for science that is still with us today.
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Varied Assessment: A Brief Introduction Book Chapter
Book Chapter
Varied Assessment: A Brief Introduction
By: William J. Straits
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Although often seen as a means for evaluation, assessment is first and foremost an instructional tool. Use of multiple assessment strategies can provide students with diverse feedback, allowing them to view the subject and their understanding of it from many different perspectives. This chapter provides considerations for varied assessment, summarized from Straits and Wilke (2002).
Although often seen as a means for evaluation, assessment is first and foremost an instructional tool. Use of multiple assessment strategies can provide students with diverse feedback, allowing them to view the subject and their understanding of it from many different perspectives. This chapter provides considerations for varied assessment, summarized from Straits and Wilke (2002).
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Assessment of Students' Learning Through the Creation of Scientific Posters Book Chapter
Book Chapter
Assessment of Students' Learning Through the Creation of Scientific Posters
By: Kerry L. Cheesman and Nancy J. Swails
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Assessment of student knowledge takes many forms. This chapter features the presentation of scientific posters—one assessment used successfully in upper-division biology courses. The posters, on topics chosen by the students in consultation with course faculty, take the place of a traditional final exam, although they can also be used as a separate assessment during the semester. Students are assessed on their ability to prepare quality posters, but...  [view full summary]
Assessment of student knowledge takes many forms. This chapter features the presentation of scientific posters—one assessment used successfully in upper-division biology courses. The posters, on topics chosen by the students in consultation with course faculty, take the place of a traditional final exam, although they can also be used as a separate assessment during the semester. Students are assessed on their ability to prepare quality posters, but more important, on the quality of the research and the ability to relate the research to other topics in the course. Student posters are presented at the end of the semester, and students are assessed on their presentation and their ability to respond to questions.
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Better Multiple-Choice Assessments Book Chapter
Book Chapter
Better Multiple-Choice Assessments
By: William J. Straits and Susan Gomez-Zwiep
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Multiple-choice questions have an important place in the assessment of student learning and constructed correctly, can provide instructors and students alike with valuable insight to student learning. This chapter is devoted to helping readers get the most out of their multiple-choice items.
Multiple-choice questions have an important place in the assessment of student learning and constructed correctly, can provide instructors and students alike with valuable insight to student learning. This chapter is devoted to helping readers get the most out of their multiple-choice items.
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Tips on Classroom Assessment: How to Teach Our Students to Take Multiple-Choice Exams Book Chapter
Book Chapter
Tips on Classroom Assessment: How to Teach Our Students to Take Multiple-Choice Exams
By: Linda Tichenor
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Multiple-choice exams are one of the few assessment strategies available for large-lecture sections of students. The author teaches students who are recently out of high school and realizes that they need to be "taught" certain skills for taking multiple-choice exams. This chapter features a strategy devised by the author to focus on test errors. Overall, taking the time to instruct students how to become better test-takers has improved both student...  [view full summary]
Multiple-choice exams are one of the few assessment strategies available for large-lecture sections of students. The author teaches students who are recently out of high school and realizes that they need to be "taught" certain skills for taking multiple-choice exams. This chapter features a strategy devised by the author to focus on test errors. Overall, taking the time to instruct students how to become better test-takers has improved both student performance and the author's test-making ability.
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Writing/Using Multiple-Choice Questions to Assess Higher-Order Thinking Book Chapter
Book Chapter
Writing/Using Multiple-Choice Questions to Assess Higher-Order Thinking
By: Kerry L. Cheesman, Capital University, Columbus, Ohio
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Most graduate entrance exams (including the GRE, MCAT, and DAT) are based on multiple-choice questions. Many later exams, such as the medical board exams, are also multiple choice. Therefore, it is important to make sure that students are prepared for higher-order multiple choice exams and the reasoning that is required to answer the questions in a proficient manner. This free selection includes the Table of Contents, Preface, and Index. As a special...  [view full summary]
Most graduate entrance exams (including the GRE, MCAT, and DAT) are based on multiple-choice questions. Many later exams, such as the medical board exams, are also multiple choice. Therefore, it is important to make sure that students are prepared for higher-order multiple choice exams and the reasoning that is required to answer the questions in a proficient manner. This free selection includes the Table of Contents, Preface, and Index. As a special bonus, Chapter 24, entitled Eleven Assessment Lessons Learned at the Gate, is also included.
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Means of Linking Research to Practice in Organizing a Course on Student Assessment Book Chapter
Book Chapter
Means of Linking Research to Practice in Organizing a Course on Student Assessment
By: HsingChi von Bergmann
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Accurate assessment of student achievement is an important requirement of educators. The author, in his role as professor in Science Education at the University of Calgary, taught an assessment course for master's students and student teachers. The course is organized in four major areas—Assessment for Learning, Assessment for Instruction, Assessment for Accountability, and Assessment for Reflection. This chapter is a description of how the course...  [view full summary]
Accurate assessment of student achievement is an important requirement of educators. The author, in his role as professor in Science Education at the University of Calgary, taught an assessment course for master's students and student teachers. The course is organized in four major areas—Assessment for Learning, Assessment for Instruction, Assessment for Accountability, and Assessment for Reflection. This chapter is a description of how the course progresses through the semester in these four major areas.
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Assessments That Assist in Motivating Students Book Chapter
Book Chapter
Assessments That Assist in Motivating Students
By: Ellen Yerger
Edited by: Thomas R. Lord, Donald P. French, and Linda W. Crow
Grade Level: College
Assessments are one of the few ways students can be reached individually. You can directly interact with each student. If used in thoughtful ways, assessments can motivate students to engage in class and to study on their own. In this chapter, the author shares some ideas that have worked for teaching an introductory college biology course over the past decade.
Assessments are one of the few ways students can be reached individually. You can directly interact with each student. If used in thoughtful ways, assessments can motivate students to engage in class and to study on their own. In this chapter, the author shares some ideas that have worked for teaching an introductory college biology course over the past decade.
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Practices That Jeopardize Bona Fide Student Assessment Book Chapter
Book Chapter
Practices That Jeopardize Bona Fide Student Assessment
By: Thomas R. Lord
Grade Level: College
Student assessment is the means by which teachers—the directors of the learning experience—appraise the success of their lessons on students—the product of the instruction. Teachers at every level of instruction realize the importance of fair, reliable, and valid assessment. There are nearly as many evaluation practices that have developed that discredit and sometimes nullify honest assessment attempts as there are dependable practices. This chapter...  [view full summary]
Student assessment is the means by which teachers—the directors of the learning experience—appraise the success of their lessons on students—the product of the instruction. Teachers at every level of instruction realize the importance of fair, reliable, and valid assessment. There are nearly as many evaluation practices that have developed that discredit and sometimes nullify honest assessment attempts as there are dependable practices. This chapter addresses the question of what types of assessment are detrimental and invalidate attempts for true and meaningful student assessment.
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Homeostasis and Heart Rate Book Chapter
Book Chapter
Homeostasis and Heart Rate
By: A. Daniel Johnson
Grade Level: College
The ultimate function of most physiological processes is to help organisms maintain overall homeostasis, while letting them adapt to changes in internal and external environments. In this unit, heart rate is the model for studying homeostasis. The students use aquatic blackworms, and as their name implies, they live in slow-moving or stagnant freshwater. The instructor shows students the dorsal aorta of a blackworm and how to prepare center segments...  [view full summary]
The ultimate function of most physiological processes is to help organisms maintain overall homeostasis, while letting them adapt to changes in internal and external environments. In this unit, heart rate is the model for studying homeostasis. The students use aquatic blackworms, and as their name implies, they live in slow-moving or stagnant freshwater. The instructor shows students the dorsal aorta of a blackworm and how to prepare center segments of worms for observation. Once students identify the heart and prepare the worms, they will complete an exercise looking at how neurotransmitters and other chemicals affect heart rate. Students then design an experiment of their own to test one or more physiologic responses of blackworms and at the end of the unit students perform the experiment.
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