Barry Westling

Hi Brandy: Right, pretesting is really a planning tool for the instructor as much as it is an assessment of student performance. Regards, Barry

Hi Brandy: These are good examples. The most common is timing how long a lesson will take - too long or too short. Course difficulty will vary as some brighter srtudents will want to move ahead while others need more time and attention. Regards, Barry

Hi Susan: Content should be based on course objectives and student learning objectives. Bundled in these goals are the media choices, resources available, skills needed (if applicable), and planning and organizing. The end result is a combined and focused effort towards assuring students get all the information they need in a course. Regards, Barry

Hi Susan: Rubrics might work for establishing the scale from mastery to unacceptable. The problem is it takes time to customize well written rubrics for a variety of lab skill sets. Lab is hands on. Repetition is an important factor in suucessfulness. Some portion of the grade could come from the degree of practice sessions (participation). The most important key is that whatever method used, it is aligned with minimal level of successful skill demonstration. Regards, Barry

Hi Joseph: Each institution and teacher has to determine what their preference and polices are regarding extra credit. My opinion and policy is that I choose not to give it. Regards, Barry

Hi Richard: Utilizing the best of what we have to give our students is a natural tendancy for the teacher to rely on. Also, shying away from areas they feel weaker in would also tend to be present. Understnding how far I can go and where I need to hold steady is key to being a balanced instructor. Trying new techniques, willing to make mistakes (and learn from them), and grow some of our weaker areas to stronger ones. Of couse, all would benefit in this environment. Regards, Barry

Hi David: I think the positive, supportive aspect of interacting with students when sharing grades can make a difference in the student's attitude towards their learning. Knowing the grade information is one thing, but wanting to make an effort to improve and respond to the advice given. Regards, Barry

Hi Richard: Component weights are supposed to put the emphasis on a variety of graded activities and the hope would be that the more important asssignments receive more of the weight. Rubrics are great for their objectivity and guidenance for students to both understand and strive for achiving the best performance - I underscore your sentiments about the importance. I think putting in thought, effort and planning in the initial course development can contribute a huge portion of where the appropriate emphasis should be in course work. Regards, Barry

Hi Richard: Too much information at a time or in one session is not advantageous. Some of this discussion should involve the course objectives and student learning outcomes. These need to be met. How, when, where, these are all variations that are pertinent. Well written objectives should be adequetely segmented and spaced to allow for reasonable presentation, discussion, application, and understnding, with more advanced topics escalating topics towards the end of the course. Regards, Barry

Hi Richard: Great points all. There really are better and lesser ways to use these instructional tools appropriately. Thanks for the augumentation comments. Regards, Barry