When it comes to class participation, how well do our students know what is expected of them? How can we help students understand that participation can enhance their learning?
In its inaugural miniseries, the Teach.Learn.Share podcast asked members of our community to weigh in on the connections between assessment, learning, and student well-being.
Assessment for learning (also known as formative assessment) means providing students with frequent (often low-stakes) practice opportunities to demonstr
In-class participation should be tied to students’ achievement of course learning outcomes. You may want to signal that connection to students and motivate them to participate by assigning a grade.
Discover how to analyze recorded lectures and gain insights into how students prepare for assessment tasks.
Have you tried using peer assessment in your courses? Peer assessment can help students reflect on their work and learn to provide constructive feedback.
To spark much-needed discussions around assessment for learning and its potential to foster healthier learning environments for both students and instructors, we invite you to listen to the Teach.Lear
The Office of Science Education has been conducting a study on well-being in the classroom.
Under PASL, instructors must include explicit criteria to describe the key elements of students’ learning. Did you know that having meaningful assessment criteria allows you to see whether students are learning what you want them to?
This TL KB article offers links to resources that discuss the role of assessment in Indigenous cultures, and methods of assessing students’ learning in ke
Interested to know how Polling @ McGill can be used to engage your students? This webinar will introduce you to different types of polling questions and when best to use them.
Take this week’s quiz to test your knowledge about assessment of experiential l
The most important but also the most challenging part of designing a rubric is identifying the criteria to assess.