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Evaluating the Work of Your Student. Jamil A. Khan, Ph.D., P.E. Associate Professor Mechanical Engineering. TA TRAINING. http://www.me.sc.edu/grad/TAtraining.html . . Evaluation of this workshop. Q#1. What are the three important traits of a good teacher? Q#2 Fill in the blank:

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Evaluating the work of your student

Evaluating the Work of Your Student

Jamil A. Khan, Ph.D., P.E.

Associate Professor

Mechanical Engineering

Ta training

  • http://www.me.sc.edu/grad/TAtraining.html.

Evaluation of this workshop
Evaluation of this workshop

  • Q#1.

    • What are the three important traits of a good teacher?

  • Q#2 Fill in the blank:

    • A carefully prepared detailed syllabus may prevent potential _______ during the semester

  • Q#3

    • In one sentence, write down what you would want me to do differently if I were to teach this workshop again.

Modeling critical thinking
Modeling Critical Thinking

  • Assign open ended-problem

    • Solution should meet some constraint but is not unique

    • Brain storm ideas

    • Encourage out-of-the-box thinking

  • Let me hear your ideas

Effective teaching
Effective teaching

  • Spotting students who are having unusual difficulty and directing them to USC resources for help

  • How to gauge your impact on students

    • Reading signs, seek feed back

    • Ask questions outside the class (one on one)

    • Is the end of the semester student evaluation sufficient? Isn’t it end-of-the-pipe inspection?

  • How to know when to make changes in teaching the class

    • Syllabus

    • Other changes

  • Taylor your teaching at the level of your students

    • Honors class teaching

  • Balancing your own research, class schedule with teaching schedule

  • Grading student work why
    Grading Student work(Why?)

    The Shewhart Cycle

    Test construction
    Test Construction

    • Don’t go to outer space to pull test material

      • Comment on trick question

  • Test should show that you are meeting the course objectives

  • Be concerned about the reliability of the test. Test questions should be clear.

    • Have it checked out by your peers or by yourself

  • Frequency of testing. I prefer frequent short tests leading to big test

  • Make the test close to reality.

    • In-class test are artificial

    • I real life problem solving is different from in-class test

  • Perspective

    • Grades measure what is known at the time of the test

    • Students are very interested in grades

      • In fact way too much focus

  • Quality of the instruction may be reflected in grades

    • Don’t teach like elementary school at the same time do not teach like a monster

  • Remember learning is student’s responsibility, you can not do it for them

    • You certainly can find out why a student is not learning

  • Grading

    • As a teacher you have to demonstrate that you have the ability to grade

      • You can demonstrate this by helping the students continuously improve

      • Do you have the credentials?

  • Be unbiased

  • Grade should reflect connection between what was asked and what was turned-in

  • Grades are feed-back

  • This feed-back should focus on the work not the person

    • Separate the work from the student

  • Testing students during the semester
    Testing students during the semester

    • When to choose essay questions

    • When to use short-answer questions

      • Class size

  • Pop quizzes

  • Regular short quizzes (announced)

  • Projects

    • Are open ended but still has some limitations (constraint)

    • Objective is to develop critical thinking

    • Time constraint

    • Know how far you can push the students

    • Share the best method for completing the project

    • It is always good to break-up the project into separate groups and assign weighted grades



    • Teaches communication skills

    • Follow proper format

    Oral presentation
    Oral Presentation

    • What do you look for

      • Introduction

      • Problem statement

      • Body language and delivery

      • Technical contents

      • Audio visual aid and its use

      • Conclusions

      • Question/answers

    Grading a laboratory report
    Grading a Laboratory Report


      • 1. Title page - lab title, author(s), lab section, date

      • 2. Objective

      • 3. Actual data sheet - with observers and date of experiments

      • 4. Sample calculations

      • 5. Results (tabular and/or graphical)

      • 6. Discussion of results

      • 7. Conclusions


      • 1. Use white, unlined paper with no tattered edges.

      • 2. Must be typed.

      • 3. Graphs and tables should be professional quality. No free-handing of curves permitted. Coordinates should be neatly labeled. All figures must have a number and a title.