Using Formative Assessments to Inform Course Goals

Benoit, Wendy L.

Using Formative Assessments to Inform Course Goals

dc.contributor.author	Benoit, Wendy L.	en_US
dc.date.accessioned	2015-02-05T18:34:53Z
dc.date.available	2015-02-05T18:34:53Z
dc.date.issued	2014-05-13
dc.description	The slides attached here were used to accompany an interactive presentation of formative assessment strategies and how these can help inform both student learning and collaborative course development. The examples of formative assessment strategies are from a large-enrollment (ca. 200 students) second-year-level course and encompass a range of assessment tasks (e.g. in-class work, assignments, and examination questions). The results discussed highlight the types of learning opportunities these strategies opened for students. The discussion questions provide a framework to help teaching teams begin to reflect on and use these results to inform collaborative development of course goals.	en_US
dc.description.refereed	Yes	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/33375
dc.identifier.uri	http://hdl.handle.net/1880/50337
dc.language.iso	eng	en_US
dc.publisher	Taylor Institute Teaching Community	en_US
dc.publisher.corporate	University of Calgary	en_US
dc.publisher.faculty	Science	en_US
dc.publisher.url	http://itsotlcweb01.ucalgary.ca/taylorinstitute/teaching-community/node/123	en_US
dc.subject	formative assessment	en_US
dc.subject	course goals	en_US
dc.subject	teaching teams	en_US
dc.subject	collaborative development	en_US
dc.subject	large-enrollment	en_US
dc.title	Using Formative Assessments to Inform Course Goals	en_US
dc.type	conference proceedings	en_US
thesis.degree.discipline	Chemistry	en_US