What does excellent mean

• Level 4 is the Standard of excellence level (A). Descriptions should indicate that all aspects of work exceed grade level expectations and show exemplary performance or understanding. This is a "Wow!"
• Level 3 is the Approaching standard of excellence level (B). Descriptions should indicate some aspects of work that exceed grade level expectations and demonstrate solid performance or understanding. This is a "Yes!"
• Level 2 is the Meets acceptable standard (C). This level should indicate minimal competencies acceptable to meet grade level expectations. Performance and understanding are emerging or developing but there are some errors and mastery is not thorough. This is a "On the right track, but …".
• Level 1 Does not yet meet acceptable standard (D/E). This level indicates what is not adequate for grade level expectations and the student has serious errors, omissions or misconceptions. This is a "No, but …". The teacher needs to make decisions about appropriate interventions to help the student improve.

Writing Exams

• How long should it take (handwrite your answers and multiply by 4-6). https://www.quora.com/How-do-professors-know-how-long-it-will-take-students-to-complete-an-exam
• Great guidance on exams.pdf: Physics and hard science but applies to computer science as well
• Exam question types

Recording software

Teaching resources

• Critera-based assessment
• Writing standards descriptors for rubrics
• Ideas for structuring writing assignments https://wac.colostate.edu/resources/wac/intro/wtl/wtlactivities/
• Writing good rubrics https://www.southwestern.edu/offices/writing/faculty-resources-for-writing-instruction/designing-rubrics/defining-student-performance/
• Fuzzing https://github.com/antonio-morales/Fuzzing101/tree/main/Exercise%201
• Writing MCQs using Bloom https://elearningindustry.com/how-to-write-multiple-choice-questions-based-on-revised-bloom-s-taxonomy
• Examples of MCQs at different levels https://gradehub.com/blog/using-multiple-choice-questions-using-blooms-taxonomy/
• Designing MCQs
• assertion reason questions

Assessment

• Difference between grades and assessment
• Single point rubric for student self-assessment
• Meet the single point rubric
• Why grading?
• Difference between good, excellent and outstanding
• Demystifying the rubric: a five-step pedagogy to improve student understanding and utilisation of marking criteria (2016)
• Assessment as a Pedagogy and Measuring Tool in Promoting Deep Learning in Institutions of Higher Learning (2021) - good summary of approaches.
  • Gibbs (2006) argues that surface learning could be encouraged by assessment systems which allow students ‘to get away with not studying very much at all,’ such as examinations (summative) which allow students to ‘question spot’ and avoid much of the curriculum. The concept of ‘hidden curriculum’ relates to surface learning in that it describes a situation in which students filter what to learn and pay attention to, not constructing their understanding of what is studied (Gibbs & Simpson, 2004). Other concepts coined by Gibbs (2006) to describe the link between summative and surface learning behaviours are ‘cue conscious,’ that is, awareness of what to study and what to leave out; ‘cue seekers,’ or trying by all means, to find out what questions would be in the examination, even asking for a scope; and ‘cue deaf,’ that is, disregarding information on the scope of work to prepare for the examination.
  • The concept of constructive alignment is based on a belief that diverse and larger classes create difficulty in maintaining academic standards, with an existing nexus between teaching and learning and assessment (Biggs, 1999; Murray, 2019). It is contended that when all components are aligned the students can achieve high order learning. Constructive alignment is often seen as the most powerful student learning tool available to higher education teachers (Orsmond & Merry, 2017). Teachers are therefore expected to organise the teaching and learning context such that the outcomes indicate the kind of understanding required from students, and that the learning activities achieve those understandingsDeep and surface learning.
  • Constructive alignment is, therefore, a teaching system that aligns the intended learning outcomes, what should be learnt with the teaching methods, learning activities and the assessment strategies or the means of ascertaining the levels of understanding, knowledge and application. The focus of teaching and learning is not on what teachers teach but what they would like the students to learn and how students could be assisted to achieve deep learning.
  • Formative assessments are effective for improving student learning if followed by constructive feedback and effective instructional responses, such as reviewing and re-teaching. It is important that feedback is delivered as soon as possible and sufficiently detailed to be considered developmental. Assessments focusing on deep learning require oral, written and detailed feedback.
  • Norm-referencing is comparative and not linked to the achievement of outcomes and is insensitive to changes in students’ learning (Knight, 2002). It indicates a student’s grade with reference to others in the cohort, whereas criterion-referencing identifies what counts as successful performance or good attainment. It involves the use of descriptors. The concern is raised about assessment tools and grading criteria which are commonly used because the scores given in percentages tend to be silent and not informative and fail to indicate what students have learnt (Knight, 2002). However, it is noted that more informative transcripts could sprawl into long lists of statements of achievements and therefore be ignored.
  • A rubric is an explicit set of criteria for assessing performance and it provides detailed information on how work is assessed (Andrade, 2000; Chan et al., 2019). The rubric for an assignment has the criteria and grading scores with a detailed explanation of how the scores are achieved. Grading a student’s performance involves drawing an inference from what the student produces. The quality of the inference depends on several factors, including the quality of students’ answers during the assessment process. Moreover, an ambiguous item is unlikely to give rise to good-quality data because different students will probably interpret the item differently.
  • The teacher needs to set up a task that has one or more of the following components: problem to be solved, a question to be answered, an issue to be addressed, or a position to critiqued or defended with evidence (Sadler, 2016). The descriptors indicate how the scores are derived and what is expected of the students, including the level of performance that students are expected to demonstrate.
• https://proactiveprogrammers.com/proactive-learning/blooms-taxonomy/
• 5-02-Revised Blooms.pdf: 5-02-Revised Blooms.pdf

Hyflex teaching

• https://info.inspace.chat/resources/hyflex-teaching
• hyflex_course_delivery_practical_guide.pdf: hyflex_course_delivery_practical_guide.pdf