Summary Graders typically work in private with no opportunity to ask even the simplest questions about a students submitted work. Interactive Grading is a technique that requires the student to participate in the grading of their work. Electrical Engineering Solved Problems Pdf Reader' title='1001 Electrical Engineering Solved Problems Pdf Reader' />9 10 NOVEMBER 2011, NEC Birmingham, UK the adVanced engineering uK 2011 group of eVentS. SHOWGUIDE SHOW GUIDE. SiteS engineering Show2011. Horse racing Ice hockey Karate Olympics Racing Motorsport Asian Games or Asiad are a multisport event taking place every four years among the athletes from all. I/51zC4Woq4aL.jpg]];var lpix_1=pix_1.length;var p1_0= [[768' alt='1001 Electrical Engineering Solved Problems Pdf Reader' title='1001 Electrical Engineering Solved Problems Pdf Reader' />This is the third section of my post on BBST 4. The other parts are at 1. Background What is BBST. If you are already familiar with BBST, skip this. Latest trending topics being covered on ZDNet including Reviews, Tech Industry, Security, Hardware, Apple, and Windows. I/51w9e2OgYVL.jpg' alt='1001 Electrical Engineering Solved Problems Pdf Reader' title='1001 Electrical Engineering Solved Problems Pdf Reader' />The aim of this post is to share my experiences with interactive grading, with some tips for others who want to try it. I start with an overview and then provide three detailed examples, with suggestions for the conduct of the session. Sims 2 Making A House. Let me stress one point care must be exercised to keep the student comfortable and engaged, and not let the session degenerate into another lecture. In terms of results, most students told me that interactive grading was a good use of their time and that it helped them improve their performance. Several asked me to add more of it to my courses. A few viewed at as more indoctrination. In terms of impact on student grades, they showed marginal improvement. Interactive grading is not a new idea. I think most instructors have done this for some students at some times. Certainly, I have. So when professor Keith Gallagher described it to me as an important part of his teaching, I didnt initially understand its significance. I decided to try it myself after several of Keiths students talked favorably about their classes with him. It wasnt until I tried it that I realized what I had been missing. That start came 1. Since then, Ive used interactive grading in the online professional development BBST classes, hybrid online face to face university software testing classes, and a face to face university software metrics course. Ive used it for exams, essays, and assignments take home complex tasks. Overall, its been a positive change. These notes describe my personal experiences and reflections as an instructor. I emphasize this by writing in the very obvious first person. Your experiences might be different. What is Interactive GradingWhen I teach, I assign tasks and students submit their work to me for grading. Usually I review student work in private and give them feedback after I have completed my review. When I do interactive grading. I meet with the student before I review the work. I read the work for the first time while I meet with the student. I ask the student questions, often open ended questions that help me understand what the student was trying to say or achieve. Students often demonstrate that they understood the material better than their submitted work suggests. If they misunderstood part of the task, we can get to the bottom of the misunderstanding and they can try to demonstrate, during this meeting, their ability to do the task that was actually assigned. I often coach the student, offering suggestions to improve the students strategy or demonstrating how to do parts of the task. I typically show the student a grading rubric early in the meeting and assign the grade at the end of the meeting. When I explicitly build interactive grading into my class It becomes part of the normal process, rather than an exception for a student who needs special attention. This changes the nature and tone of the discussions. Every student knows well in advance what work will be interactively graded and that every students work will be handled the same way. This changes how they prepare for the meetings and how they interpret the meetings. I can plan later parts of the course around the fact that the students have already had this experience. This changes my course design. Costs and Benefits of Interactive Grading. Here is a summary of my conclusions. Ill support this summary later in this report, with more detailed descriptions of what we did and what happened. Costs. Interactive grading feels like it takes more time It takes time to prepare a grading structure that the students can understand and therefore that I can use effectively when we have the meetingScheduling can take a lot of time. The meetings sometimes run long. It feels as though it takes longer to have the meeting than it would take to grade the work normally. When Ive checked my grading times for exams and assignments that I do in the traditional way, I think I actually spend the same amount of time or more. I also do the same level of preparation. Note I do a lot of pre grading preparation. The contrast might be greater for a less formal grader. As far as I can tell, the actual difference for me is not time, it is that interactive grading meetings are more stressful for me than grading in a quiet, comfortable home office. That makes it feel longer. Benefits for the Students. During interactive grading, I can ask questions like,What were you thinkingWhat do you think this word in the question means If I gave you a different explanation of what this word means, how would that affect your answer to the question Give me an example of what you are describing Can you give me a real life example of what you are describing For example, suppose we were working with Open. Office. How would this come up in that projectCan you explain this with a diagram Show me on my whiteboard. How would you answer this if I changed the questions wording this way How would someone actually do thatWhy would anyone want to do that task that way Isnt there a simpler way to do the same thing I will raise the grade for a student who does a good job with these questions. I might say to the student,If I was only grading the written answer, you would get a D. But with your explanation, I am giving you a B. We need to talk about how you can present what you know better, so that you can get a B again on the next exam, when I grade your written answers without an interactive supplement. If a student performs poorly on an exam or an assignment, or an essay, the problem might be weak competence or weak performance. A student who doesnt know the material has no competence. A student who knows the material but gives a poor answer on an exam despite that is showing poor performance. For example, you wont get a good answer from a knowledgeable student who writes poorly or in a disorganized way or who misunderstands the question. These focusing questions give the student who knows the material a chance to give a much better explanation or a much better defense of their answer. Lets consider competence problems. Students might lack the knowledge or the skills they are supposed to be learning for several reasons Some students simply dont take the time or make the effort to do good work. Interactive grading probably wont do much for them, beyond helping some of them understand the standards better. Some students memorize words that they dont really understand. The interactive grading discussion helps some of them understand a bit better the differences between memorized words and understanding something well enough to explain it in their own words and to explain how to do it or use it or why its important. It gives them a path to a different type of answer when they ask themselves while studying, Do I know this well enoughSome students lack basic student skills how to study, how to look things up online, how to use the library, etc. I can demonstrate these activities during the discussion, having the student do them with me. Students dont become experts overnight with these, but as Ill discuss below, I think this sometimes leads to noticeable improvements. Some of the tasks that I assign to students can be done in a professional way. Films. info button v 1. 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