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 two-page handout provides a basic explanation of how to make and use rubrics to improve grading. Print references included.

This is a one-page tip sheet that guides instructors in thinking about instruction beyond just covering content.

Overview of best practices for using PowerPoint as an instructional tool. Handout includes numerous tips and illustrative slides focused on: debate about the proper role of PowerPoint in education; using the assertion-evidence model in slide design in order to promote learning; making user-friendly choices about graphic design.

Item Analysis (a.k.a. Test Question Analysis) is an empowering process that enables you to improve mutiple-choice test score validity and reliability by analyzing item performance over time and making necessary adjustments. Knowledge of score reliability, item difficulty, item discrimination, and crafting effective distractors can help you make decisions about whether to retain items for future administrations, revise them, or eliminate them from the test item pool. Item analysis can also help you to determine whether a particular portion of course content should be revised or enhanced.

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.

This document provides examples of measures that are classified as direct or indirect evidence. It provides a list of appropriate direct or indirect measures of student learning which can be used in the process of program assessment.

This document describes strategies for encouraging and enabling students in large classes to participate in class.

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

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

This document describes the difference between goals and objectives and provides lists of explicit verbs that can be used to write clear, action- and behavior-oriented objectives that will help you write objectives for students or faculty (depending on the focus of your proposed) that will demonstrate project success.

This document provides methods for doing classroom assessment (usually ungraded) to help faculty keep students in large classes engaged and to provide feedback about student knowledge of specific concepts to both faculty and students.