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The relationship between frequency and wavelength (speed =wavelength*frequency)

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1) Understand the assembly of the HIV virion

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Understand continuity, discontinuity, differentiation of a function

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To ensure that students can apply theoretical concepts of ecological balance to analyze real-world ecosystems.

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To ensure that students can apply theoretical concepts of ecological balance to analyze real-world ecosystems.

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quizzes on units of measurement

(speed = distance / time, wavelength is a distance, frequency is 1/ time)

discussion boards

try to draw what a frequency is and what a wavelength is - how waves are shaped etc

discuss how depending on sound speed, how frequency changes (is it lower? higher? etc)

homework assignments on derivation etc.

math!

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Students will be able to differentiate between summative and formative forms of assessment and identify examples of each 

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Students will be able to differentiate between summative and formative forms of assessment and identify examples of each 

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Understanding the concept of sustainability

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1. Pop up quiz or group pop up quiz

2. Weekly reflective journal

3. Homework’s

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1. The learning objective is to put the principles of stratigraphy to use in the field.

2. Formative assessment: Can students use the principles in a lab setting with models. Focus in on one of the principles and give a simple example (ex: "which rock, A or B, is older and why?"). Ask for students to explain a principle verbally to check for understanding.

3. Summative assessment: Exams or presentations about what they found in the real world. Field trip or virtual field trip where students "read" a geological section.

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Open-book Quiz

Response paper to a reading

Anonymous survey links

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Exam

could be conceptual or analytical

Presentations

could be in groups, could be individual

each group/person could be given a specific medium (sound speed) and/or frequency

describe how they can apply this concept in their specific scenarios etc

Hands-on activity / final project

design a speaker with correct sizes for specific frequencies

design a material/foam wedge that can sufficiently absorb specific frequencies etc.

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Learning Objective: Identify the terminal branches of the brachial plexus                                            

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Learning Objective: Identify the terminal branches of the brachial plexus                                            

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Formative Assessment: An assignment requiring the student to submit either a drawing, essay, or short voice memo describing the brachial plexus and noting which branches are the "terminal branches". This would allow the instructor to review the submission and provide feedback to address any misconceptions, or let the student know they are on the right track.

Summative Assessment: Lab practical exam, where students are required to tag the terminal branches on a donor body in the lab setting. Or, on a multiple choice written exam, identify which branches are considered the "terminal branches"

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2) Quizzes to assess the different components of the process, maybe matching the different steps to a diagram, or different components and their function.

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1. Learning Objective: Characterize protein coding regions in viral genomes.

2. Formative Assessment: work in teams to download sample virus genome (from GenBank) and work together (provide peer-feedback) to identify ribosome binding sites (using bioinformatic software) as well as start and stop codons; provide feedback to students based on their findings and provide advice to better hone their understanding and ability to apply to other examples.

3. Summative Assessment: specific exam/quiz question- provide a sample genome and have the individual students match the different segments (start codon, stop codon, coding region) to a specific letter (a matching question)

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Learning Objective: Explain importance of vaccines

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Option 1: Final exam

Option 2: Final Project

Students can choose either based on their strengths

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Explain how genetic information is stored in genes and how it is expressed.

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"Elevator Pitch"- using own words to explain the concept within a certain time period.

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they would need to identify misconceptions, struggles, and learning gaps

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Formative- students in small groups can quiz each other on the subject material for the instructor to gauge for overall comprehension of material.

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Learning Objective: Ethical principals of the APA

Formative assessment: "Pre-quiz" to assess the student's baseline understanding of ethical conduct

Summative assessments: Group work case studies applying the knowledge of different real-world scenarios; classic quiz format

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Summative- group project for project-based learning approach

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Objective: understand whether a research question is searching for a causal answer.

We spent time talking about how the same assessments could be either formative or summative depending on how you use the info. Do you give feedback? Do you use the info to inform the rest of the class period/course?

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Type of assessment: summative, to gauge if students understand the class, give questions and have them answer

For formative assessment, we discussed that giving quizzes (for engineering) was useful)

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1. Midterm exam and final exam. Each exam followed by meeting with the professor to get some grades back by answering questions from the exam.

2. Projects based on the concepts learned in the class.

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For an intro or advanced microbiology course with many or a few students whether online or in person this outcome is applicable. The measurement may need to be adjusted for formative group size to have students quiz one another, but for summative you can still have a final group project.

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1. In-person field trip-numbers matter. Larger groups are more difficult to accommodate (summative). Weather and time of day also matter.

2. Formative assessments: number of students can change how you ask questions (ex: quiz vs. discussion vs. poll).

3. Summative assessment: final exam project-this depends heavily on the level of the students (undergraduate vs. graduate). Nature of the subject.

4. Having a TA or multiple TA's can help break up a class when you have a lot of students (and give them more individual attention in a lab setting). Different lab sections will have different experiences with the course.

5. For both form + sum: keep in mind why students are taking the course. For example, many students take Geology 101 or similar classes as a gen ed rather than as a major course. Ex: Students should maybe know basics but not be able to go into the field and explain (in detail) what is going on.

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1. Ask students to fill in a survey at the beginning of the semester, and mid-semester before coming up with any assessements. This will help the instructor determine what type of assessment will work for certain students.

2. Making assessements that accommodate different types of students e.g., if some students need to move around the room. Or students have a conversation only by writing on a paper.

3. Give options for assessements e.g, give some quizzes, or students spend one minute writing down what they learnt at the end of class, or peer assessments; diagnostic assessments

4. Assessments that accommodates people who may have dissabilities.