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Capstone Pre-Assignment

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During this academic year I was able to implement concepts that were highlighted at the institute.  The common theme is that I have become more effective at reflecting on my teaching practice and feel better able to have a rationale for development and re-use of new strategies.  For example in the Fall, I used a new journal exercise but included assessment of the effectiveness of the assignment itself within the assignment.  This was a big change for me because in the past, although I continually tried new things to improve student learning, I was never quite sure how to determine their value.  During this academic year, I continued to use formative assessments but on reflection realize that I need to formally record student achievement in non-graded and perhaps build in evaluative elements.  I also put some effort into using more detailed rubrics this semester.  These rubrics, while helpful, did not always reflect the nuances I typically use when grading and helped me to identify what I am actually looking for and a basis for developing the rubrics further for next year.  I also have consciously looked more at the available science education material this past year to learn from the wider community.  I have set aside the early part of this summer to do some thorough course review and development using ‘the grid’. 


One reference that informed past year’s work:

Thomas, Angelo, A. and Kathryn P. Cross “Classroom assessment techniques: a handbook for college teachers.”  .Jossey-Bass Publishers, San Francisco. 

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