We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge…

The booklet, designed as a practical guide, deals with the preparation of instructional objectives for teaching and testing. Emphasized are the statement of instructional objectives as learning outcomes and the definition of the objectives in terms of specific types of behavior (knowledge or skills) expected of students at the end of the learning…

The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)

Excessive emphasis on objectives can lead to teachers who are good compliers, not necessarily good teachers. Teachers can become so preoccupied with evaluations, record keeping, and paperwork deadlines that they haven't time or energy to reflect on their teaching. (MT)

Educational assessment in higher education as seen by those who have a key part in the process is considered, with reference to the British system. Ways in which the assessment of students can be categorized, and the need for every assessor to have a clear and explicit purpose are addressed, along with the principles of fairness, validity, and…

In 1998, the University if Northern Colorado's General Education Council began to discuss ways of improving assessment of the general education program. Their search ended in a formal implementation of course-embedded assessment in all general education courses beginning in fall 2001. Course-embedded assessment is a classroom-based process that…

Elements that might be included in a course syllabus are discussed, and reasons for a well-written syllabus are briefly noted. The following syllabus elements are covered: course description, course objectives, course structure, textbook and required materials, recommended optional materials, course schedule, deadlines, evaluation methods, policy…

Of great importance in large class instruction is the need to ensure that students learn how to learn. Course organization and evaluation methods grow out of a recognition of the course's learning goals. (MLW)

The author believes too much time is spent teaching students to compete for good grades and to prepare for entrance into a good college, and not enough time spent educating for good character, thoughtfulness, and cooperation. He suggests that individuation of learning fosters independence, cooperation, and mutual respect. (KC)

The California Education Code requires school boards to "establish standards of expected pupil achievement at each grade level in each area of study" and to consider student progress when evaluating teachers. The guidelines in this document have been prepared to help superintendents, principals, and teachers take steps to meet these…

Students' understandings of the concept of social class before and after taking the Social Science Foundation course (D101) at Great Britain's Open University were investigated in 1980. Among the students' conceptions before the course was that people are middle class or working class according to their job. Other conceptions were that social…

A brief overview of trends in assessment in psychology degrees is presented. Both natural evolutionary changes in education and external, professionally-based forces have exerted considerable influence upon both the psychology curriculum and the methods of assessment to which psychology students have been subjected. (MLW)

EIGHTY-SIX NURSES FROM 25 STATES AND CANADA ATTENDED A WORKSHOP TO REVIEW THE PHILOSOPHY AND PURPOSE OF THE CURRICULUM IN ASSOCIATE DEGREE NURSING PROGRAMS, IDENTIFY OBJECTIVES AS WELL AS CONTENT AND LEARNING EXPERIENCES TO MEET THE OBJECTIVES, AND CONSIDER MEANS OF EVALUATION. PRESENTATIONS WERE--"THE ASSOCIATE DEGREE NURSING CURRICULUM--ITS…

Students' understandings of the concepts of price control, oligopoly, and power before, during, and after taking a social science foundation course (D101) at Great Britain's Open University were investigated. Students were asked 10 questions on key concepts taught in the course. Three of the questions are addressed: (1) Why doesn't the…

This publication is one of a series designed to inform and assist those responsible for foreign language instruction, including teachers, administrators, supervisors, and those engaged in teacher education. The complete series serves as a curriculum guide. The format of the series is such that it can be revised so as to keep materials current.…