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!

Pop up quiz or group pop up quiz

Weekly reflective journal

Homework’s

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

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.

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.

Open-book Quiz

Response paper to a reading

Anonymous survey links

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.

Learning Objective: Characterize protein coding regions in viral genomes.

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.

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)

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

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

Projects based on the concepts learned in the class.

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

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

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

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.

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.

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.

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.

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

Assessments that accommodates people who may have dissabilities.