TEACHSOC: Re: grading quizzes

[Sarah Murray]

I think learning and critical thinking, as distinguished from rank evaluation, can be measured by the students' abilities to speak extemporaneously on a topic covered in class, or read about in an assignment.  For instance, I assign 3 students for each 2 1/2 hour class session to summarize a portion of the assigned readings, or to speak on a current event tied in to the covered material.  If they must read from notes during their presentation, and are stumped by  pretty basic questions, I know they have not internalized the information.  If they don't question or seem even skeptical about some of the more controversial theories I introduce in class, I know they are not interested and/or are not thinking critically.  I give them plenty of opportunities to convey their thoughts and feelings other than orally before the whole class: Blackboard (online) assignments, written, etc, for those who are self-conscious about speaking up. Sarah Murray William Paterson U of NJ ----- Original Message ----- From: Del Thomas Ph. D. To: Roberts, Keith Cc: teachsoc@googlegroups.com Sent: Monday, August 01, 2005 10:13 AM Subject: TEACHSOC: Re: grading quizzes Del Roberts, Keith wrote: Several good suggestions have been made on this question. One possibility is to come to class the first day, offer several possibilities, and have the students briefly discuss and then vote on which approach will be used. In the syllabus, it can say something value like "daily preparation: xx points", and the options that they would discuss and vote on are on a separate sheet. This discussion becomes part of "negotiating the contract for the course" on the first day and gives the students some sense of ownership, since they had in-put. Keith