Tools and Resources

Top Downloaded Tools and Resources at Penn State

This document was created to provide you with a source of options for gathering data on teamwork assignments and projects. You may choose to adopt one of the examples as is, combine elements from several of the examples, or use the examples to identify characteristics that correspond to particular aspects of your assigned work, course content, or student population.

This document describes a specific strategy that provides a collaborative learning experience for students.

A handout that provides information and exercises on how to plan an effective class session.

In-depth discussion of planning and writing a case study. Key steps discussed include identifying the reason for using a case study; drafting the case; and piloting and revising it.

Brief explanation of several easy-to-use Classroom Assessment Techniques, with examples.

This document, excerpted from the Penn State Teacher II, includes strategies for planning, implementing, and grading collaborative projects (aka team work or group work). It includes a discussion of group conflicts.

This worksheet can be used to help instructors develop classroom activities that align learning objectives with assessments and course activities.

Three-page overview of the steps in documenting one's teaching through a portfolio.

Three examples of simple mid-semester feedback questionnaires.

Penn State Teacher II 1997. Compendium of teaching tips and advice from seasoned faculty and graduate students. Includes sections on Course design, matching teaching methods with learning objectives, teaching large courses, evaluating student learning, collecting feedback, sample syllabi, feedback questionaires, grading standards, plagiarism, teaching philosophies.
Authored by D. Enerson, R. Neill Johnson, Susannah Milner, and Kathryn M. Plank.

A problem solving scale with 5 levels of expertise.

This FAQ sheet addresses many issues related to attendance in large classes.

This file contains a list of "item-writing rules," which will help you to write multiple choice questions in a way that will improve the ability of the test to focus on the content and prevent students from guessing the correct answer without knowing the material. The rules were developed by experts in the field of psychometrics, like the people who write questions for SATs or GREs.

Brief discussion of characteristics that case-writers should aim for in order to promote students' learning. Traits discussed include realism, alignment with students' needs, complexity, adequate background information, and clear writing.

This essay, written by Penn State's Emeritus Professor of Chemistry, John Lowe, describes several useful strategies for collecting course-level assessment about students' study habits and learning, which can be used to improve student learning.

This report focuses on using student ratings data in the faculty evaluation process and is based on Senator Linse’s original work (Linse, in press), with additions specific to Penn State and the SRTEs.

This document provides an example of a test blueprint, which can be used to help guide test development and ensure that the test questions appropriately reflect the learning objectives of the unit that the test is designed to assess. It can also help students when they study for the test.

An easy to use graphical representation of updated Bloom's Taxonomy congitive domain, including definitions.