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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
  • 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
  • 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)
  • 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.