Peer Review Portfolio
Judy Provo-Klimek
  1. Focus Question
  2. Microscopic Anatomy and AP 710
    1. About the subject
    2. Connection with other courses/disciplines
    3. Course design
  3. Teaching Microscopic Anatomy
    1. My teaching style
    2. Personal goals for teaching Microscopic Anatomy, AP710
    3. My syllabus
  4. Implementation
    1. Lecture sessions
    2. Problem Based Learning activities
    3. Laboratory discussions
    4. Time spent outside class
  5. Results
    1. Evidence of student learning
    2. Suggestions from students
  6. Implications
    1. Reflection
    2. Planned changes
  7. Appendices
    1. Appendix A: Sample PBL Exercise
    2. Appendix B: Examinations
    3. Appendix C: Samples of student work
    4. Appendix D: Teaching Evaluation data

 

Evidence of student learning

This purpose of this section is to present evidence that my students learned what I was trying to teach them in microscopic anatomy.

I have experimented with many question styles for examinations in this course. I would prefer to ask mostly short answer or essay questions, and I did that the first year that I taught in the course, but I quickly learned that I do not have enough time to grade such a test for the class of 100! One of the other instructors typically uses all fill-in-the-blank questions, and I have used that format occasionally. However, the students seem to think that my fill-in-the-blank questions are more difficult and/or ambiguous, and so I tend to not rely on that type exclusively. I try to include some definitions, because that is an emphasis of many of my PBL exercises. I also use multiple-choice questions. The main thing I try to do is vary the question format so that students have more chance to experience something with which they are comfortable.

Appendix B contains keys for the examinations for which I collected student work samples, and the samples are in Appendix C. I only collected work samples from my written tests; the typical laboratory examination cannot be separated into "my section/your section". For each exam, I chose three samples representative of low, medium and high levels of performance. For the final exam, I also calculated the average on my written portion, and did an item analysis to look for problematic questions. The results of the item analysis are included on the key for the final exam.

 
 

Last modified March 13, 2001