Teaching Strategy Resource Shelf

Final Exams as Learning Moments

Published Date:December 3, 2014

Final Exams as Teaching Moments. A common complaint from students is that final exams do not always test the kinds of knowledge that is asked for in homework or quizzes or presented in lectures. Whether this perception is accurate or not, it’s an excellent starting point for talking about the final exam. The worst final exams can seem unfocused, determined to test everything, or random things. The best final exams are learning moments. Click here for suggestions from Berkeley’s teaching center.

Published Date: December 3, 2014


Ending the Semester with a Purpose

Published Date:November 24, 2014

Ending the Semester with a Purpose.  Besides providing a review for the final exam, have you thought about other ways in which to end the semester?  Some activities are “Create a Model” and “Write a Cover Letter.” Here are additional ways to encourage students to integrate and summarize the course material at more complex levels and to increase retention.

Published Date: November 24, 2014


Design Considerations for Exam Wrappers

Published Date:October 23, 2014

Design Considerations for Exam Wrappers. "Exam wrappers are short activities that direct students to review their performance (and the instructor's feedback) on an exam with an eye toward adapting their future learning.  Exam wrappers ask students three kinds of questions: How did they prepare for the exam?  What kinds of errors did they make on the exam?  What could they do differently next time?"  Click here to see examples and strategies to help our students become more reflective about their learning.

Published Date: October 23, 2014


Getting Students to Act on Our Feedback

Published Date:October 9, 2014

Getting Students to Act on Our Feedback. I’m still pondering why students don’t make better use of the feedback we provide on papers, projects, presentations, even the whole class feedback we offer after we’ve graded a set of exams. Yes, we do see improvement as we look back across a course, but we also see a lot of the same errors repeated throughout the course.”  Learn how to improve your comments to help your students develop an action plan based on your feedback for the next assignment.

Published Date: October 9, 2014


Providing Timely and Frequent Feedback

Published Date:October 9, 2014

Providing Timely and Frequent Feedback. If students are to benefit from feedback, it must not only be timely and frequent, but also useful for improving performance by addressing three areas: what students did well, what students need to improve on, and how to make this improvement. Although giving detailed feedback is important, it may be even more important to give it in a timely manner. Click here to read about helpful types of feedback.

Published Date: October 9, 2014


Have you done your Informal Early Feedback (IEF)?

Published Date:September 25, 2014

Have you done your Informal Early Feedback (IEF)? Using informal early feedback (IEF) can help you learn about what is working and what is not working in your class at a time when you can make mid-course corrections. Late-September to mid-October is a great time to collect this feedback from your students.  Additional information and samples are on our website.

Published Date: September 25, 2014