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The Lecture/Discussion Facilitation Template was distributed at the 2017 Lilly Evidence-based Teaching & Learning Conference held in Bethesda, MD June 1 - 4, 2017. Use it during lectures as a low-stakes, largely anonymous method to gauge students’ understanding, as a pop quiz or survey, or to keep track of in-class group activities. The template can improve student participation and engagement by minimizing their fears of low (or even “too high”) performance before their classmates, and it provides a demonstrable, observable, measurable, and active way to gain a sense of how well students are “getting it,” beyond the glint in their eyes. In that sense, it serves as a quick formative assessment tool that can be customized on demand.

This test blueprint template can be downloaded and manipulated to help instructors effectively map exam questions to learning objectives, topics, modules, or themes.

Faculty sometimes find it difficult to respond to the written comments that accompany SRTEs (aka SETs). This document provides a template for sorting students' comments into themes. The themes provided are common ones, but your ratings may include other themes. If a student's comment includes many themes, we recommend splitting out the comments about different topics. After all of the students comments are sorted, sort the themes from those with the most comments to those with the fewest comments. This can help faculty recognize that not all students agree with the student who wrote one or two particularly hurtful comments. Typically, there is a natural break at around the 3rd or 4th theme and we recommend focusing on the themes most frequently mentioned by students.

This template can be used to develop a curriculum map, or matrix, which allows faculty to see which courses address each program level learning objective. Developing a curriculum map is an important step in the learning outcomes assessment (i.e. program assessment) process.

This is a link to an online article that describes rubrics generally and also differentiates between holistic and analytic rubrics. Templates of each type are provided.

This is a ready-to-use template for collecting mid-semester or end-of-course open-ended feedback from students.

Many instructors feel that the student ratings process is something 'done to' them. One way that instructors can take control of the process is to systematically approach the ratings and the accompanying written feedback by analyzing the ratings and identifying themes in the feedback. This document provides guidelines for preparing student ratings & feedback for a review, including an example of a one-page annotation for a fictional course to accompany raw data and a template for identifying key themes. At Penn State, this self assessment cannot be included in the official Promotion and Tenure dossier, it can guide the administrator's assessment letter or guide their summary the written comments for the faculty.

These guidelines help faculty preparing their SRTEs (student ratings) for review by an academic administrator or a faculty promotion committee. This document includes:
1) Guidelines for preparing to undergo a review of your SRTEs & students written feedback;
2) a sample annotation (aka, abstract, summary), and
3) a template for analyzing written feedback into themes.