Learning Objectives - Teaching Excellence
Articulate Your Learning Objectives Before you decide on the content to cover in your course, endow your course with a strong internal structure conducive to student learning. Alignment among three main course components ensures an internally consistent structure.
Assessing Dental Students’ Competence: Best Practice Recommendations in the Performance Assessment Literature and Investigation of Current Practices in Predoctoral Dental Education
© 2008 American Dental Education Association + Author Affiliations Direct correspondence and requests for reprints to Dr. Judith E.N. Albino, President Emerita and Professor, American Indian/Alaska Native Programs, School of Dental Medicine, Colorado School of Public Health, University of Colorado, Denver, Anschutz Medical Campus, Mail Stop F800, P.O. Box 6508, 13055 E. 17th Avenue, Aurora, CO 80045; 303-724-1467 phone; judith.albino@ucdenver.edu.
The Standards for Educational and Psychological Testing
Developed jointly by: The “Standards for Educational and Psychological Testing” were approved as APA policy by the APA Council of Representatives in August 2013. The 2014 edition of the "Standards for Educational and Psychological Testing" is now available. The Testing Standards are a product of the American Educational Research Association, the American Psychological Association and the National Council on Measurement in Education. Published collaboratively by the three organizations since 1966, it represents the gold standard in guidance on testing in the United States and in many other countries. How to Order Your Copy of the Standards
Quiz Settings to Maximize Security
The following document was created to help our faculty better understand quiz settings and how they can be used to enhance quiz security. In many cases locking down a quiz as much as possible (ex: not allowing students to review what they got wrong on a quiz) can hinder student learning, so be sure to think through the positives, negatives, and the goals of the quiz before securing it. There is no way (in class or online) to guarantee that students aren't cheating, but to maximize quiz security there are various ways you can apply your quiz settings and availability. Below are is a list of quiz settings and information on how they can be used to maximize your quiz security. For more information on this topic see the following CanvasLIVE webinar - Feel Secure about Your Relationship with Quizzes
Faculty Google Guide - Information Technology Services - Brandeis Knowledge Base
After following this guide, faculty members will be able to use Google products to make their classes more efficient. Integrate Drive into Group Projects Google Drive can help you streamline group projects in your classes. Google Drive is the future of Google Docs, providing features that allow for collaboration, cloud storage, and sharing. Here are some ways that you can integrate Google Drive into your class: Attachments are painful:
Dental Student Assessment Toolbox
© 2009 American Dental Education Association + Author Affiliations Direct correspondence and requests for reprints to Dr. Gene Kramer, American Dental Association, 211 East Chicago Avenue, Suite 600, Chicago, IL 60611-2637; 312-440-7465 phone; 312-587-4105 fax; Kramerg@ada.org. Keywords: Preface from the Chair of the ADEA CCI:
7 Principles of Good Feedback – Centre for Teaching and Learning – Medium
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Strategies to Minimize Cheating Online
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Best Practices for Teaching Online
The Brown Online team worked with University faculty from the online Pre-College Program to establish a set of best practices for teaching online. Not surprisingly, they are consistent with those long established in the field of distance education. If you plan to teach an online course, adhering to these guidelines will help ensure both your and your students’ engagement, enjoyment, and success in the course. 1. As you design your online course, consult with an Instructional Designer (ID)
iPads Provide Dental Students with Fast, Formative Feedback on Clinical Performance - Teaching with Technology
Last week, a new piece of equipment was introduced for the Panoramic Imaging exercise DMD students were expected to complete in The Dental Center. This particular piece of equipment was not a sophisticated CT scanner or other hi-tech imaging device, but a simple iPad programmed to provide students with a higher quality of formative performance feedback than had previously been possible. As with other tablet-based assessment projects IT has developed ( links to related articles at the end of this post), at least part of the incentive to develop such a tool was based on the time constraints of providing individualized feedback to students. A process that once took 3 to 4 minutes per student has been reduced to under a minute thanks to a combination of touchscreen technology and an ingenious set of performance rubrics designed give students more qualitative, meaningful feedback. role in developing the rubrics.
