I like what I call Observation Papers. There are other names for them, such as Reflection or Experience Papers. What I create is a list of topics relevant to the course. The students are to write a one to two page paper that describes the phenomenon, then tells a story in which they show they experienced or saw in action the phenomenon (I allow them to describe seeing it depicted in person, by story from another person, or in a book, stage play or movie). I grade it based on how well they describe the phenomenon, how well the story illustrates it and the quality of writing/adherence to form and structure mandated for the paper. Topics for social psychology might be: Basking in reflected glory, outgroup homogeneity, groupthink, bystander apathy, etc. I have two per semester and each is worth 1/2 of an exam. Students tend to do fairly well on them and they are pretty easy to grade quickly.
Paul C. Bernhardt Department of Psychology Frostburg State University Frostburg, Maryland -----Original Message----- From: Carol DeVolder [mailto:[email protected]] Sent: Sun 1/16/2011 12:07 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Favorite non-test evaluation Dear TIPSters, I know this has been discussed previously (repeatedly), but I wonder if you might answer a question for me. What is your favorite mechanism of evaluating student learning other than an exam? In other words, do you assign a paper? A project? What else? The thing that prompted my question is something I read from a presentation by Ike Shibley, _23 Practical Strategies to Help New Faculty Thrive_, summarized by Mary Bart and disseminated on our campus by our Center for Teaching Excellence i9n other words, that's as far as my reference citation can go). In the presentation Shibley recommends having multiple means of assessment, including "high stakes" assessments such as exams, and "low stakes" assessments such as participation points. Personally, I see the low stakes assessments such as participation points as "gimme" points and I don't like to reward students just for showing up. On the other hand, I'm willing to be open about other means and would like to mix things up a bit. So that is the basis for my question--what is your ideal mix of "grading opportunities" for students? Thanks, Carol -- Carol DeVolder, Ph.D. Professor and Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 563-333-6482 This e-mail might be confidential, so please don't share it. --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003&n=T&l=tips&o=7934 or send a blank email to leave-7934-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: [email protected]. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=7937 or send a blank email to leave-7937-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
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