Peer Review Portfolio
Judy Provo-Klimek, Veterinary Science

Teaching Comparative Anatomy

  1. General statement about teaching gross anatomy
  2. Description of Gross Anatomy II and my involvement
    1. Course Design
    2. My syllabus
    3. Personal goals for teaching Gross Anatomy II

Implementation in the Classroom

  1. Classroom practice
  2. Daily quizzes
  3. Classroom assessment techniques

Results

  1. Evidence of student learning
  2. Suggestions from students

Implications

  1. Reflection
  2. Planned changes

Appendices

  1. Appendix A: CD with examples of my work
  2. Appendix B: Daily quizzes
  3. Appendix C: Samples of student work
    1. Quiz 27
    2. Quiz 42 - High Pass
    3. Quiz 42 - Med. Pass
    4. Quiz 42 - Low Pass
  4. Appendix D: 2000 Final Exam with item analysis
  5. Appendix E: Summaries of Gross Anatomy II One-Minute Papers, 1999 and 2000
  6. Appendix F: Teaching Evaluation data

 

 

Daily quizzes

Gross Anatomy II has daily quizzes.  Mine (and Dr. Cash’s) generally have 10 points from lecture material, and 10 points from laboratory material.  I really try hard to make the questions on the quiz representative of that day’s assignment, and to make them application/understanding type questions.  However, I seldom ask essay questions because of the time involved in grading (we grade them every day at the end of the lab, and we all opt for questions that are easily and objectively graded). 

I have included the quizzes from 2000 in the Appendices.  Overall, I feel I write good questions; sometimes students feel they are on the picky side, though, and sometimes I can tell from the grading that the questions was unclear.  One comment that students often make about my quizzes is that I tend to include things that actually are not discussed until the following day.  I honestly believe that this is not true; the perception arises due to the nature of the dissection guide, and the fact that topics tend to be presented partially and in a fragmented manner on successive days.  I truly feel that I do not ask questions that we have not discussed in lecture that day!  However, I have been keeping a careful eye on this and will continue to do so.

Students also commented that they generally like the diagrams that I use in the quizzes, but caution me to make sure they are reproduced well.  The radiograph image in one of the sample quizzes, for example, would not duplicate well, and I will use a schematic image instead next year.