Teaching in Higher Education

REPUBLIKA E SHQIPËRISË
FONDACIONI “LOGOS”
KOLEGJI UNIVERSITAR “LOGOS”
REKTORATI – ZYRA E BURIMEVE NJERËZORE
Adresa: Rruga “Dritan Hoxha”, Pallatet “Komfort”, Tel: ++3554 2405355, Fax:++355 4 2405356email:info@kulogos.edu.al
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FACULTY DEVELOPMENT WORKSHOP
PUNISHTË PËR ZHVILLIMIN E PERSONELIT AKADEMIK
October / tetor 12-16, 2020, 09.00-12.00 (?)
I. General information:
Facilitators:
1. Prof. Ilia Ninka
2. Assoc. Prof. Konstantinos Giakoumis
3. Prof. Erleta Mato
4. Ms. Lina Basoukou
5. Mr. Naum Mile
6. ???
Office:
Email:
1. rektori@kulogos.edu.al
2. Konstantinos.giakoumis@kulogos.edu.al
3. Erlehta.mato@kulogos.edu.al
4. Lina.basoukou@kulogos.edu.al
5. administrator@kulogos.edu.al
Classroom Number: Conference Room, G Floor
Schedule: October 12-16, 2020, 09.00-12.00
I. Informata të Përgjithshme:
Trajnues:
1. Prof. Dr. Ilia Ninka
2. Assoc. Prof. Dr. Konstantinos Giakoumis
3. Prof. Dr. Erleta Mato
4. Zj. Lina Basoukou
5. z. Naum Mile
6. ???
Zyra:
E-mail:
1. rektori@kulogos.edu.al
2. Konstantinos.giakoumis@kulogos.edu.al
3. Erlehta.mato@kulogos.edu.al
4. Lina.basoukou@kulogos.edu.al
5. administrator@kulogos.edu.al
Classroom Number: Salla, Kati 0
Orari: Tetor 12-16, 2020, 09.00-12.00
II. Prerequisites: Some teaching experience is desired. II. Parakushte: Pak përvojë në mësimdhënie do të ishte
e dëshiruar.
III. Our Teaching Philosophy: We maintain a constructivist
approach inteachingandlearning.Putsimply,we believethat
students “build” knowledge and skills by associating new
materialswithpriorknowledge andexperiences.Thisrequires
active learning that can be achieved only when the student
engages in the teaching and learning process as active and
responsible actor of own learning. Group discussion, critical
introspection, focus on hands-on guided exercises with
sourcesto buildskillsandoutreachactivities to be conducted
inthe course of the academicyear to link theory and practice
are, therefore, an integral part of this workshop.
IV. Filozofia jonë në Mësimdhënie: Besojmë në një qasje
konstruktiviste në mësimdhënie dhe të nxënit. Me fjale
të thjeshta, besojmë se nxënësit në çdo fushë dhe nivel
‘ndërtojnë’ njohuri dhe kompetenca duke krijuar lidhje
midis materialoeve të reja me njohuri dhe përvoja të
mëparshme.
IV. Workshop’s Purpose: To foster dialogue on effective
teaching& learning;toexchange bestpractices;andtotrigger
reflection on own teaching styles and ways to improve it.
V. Workshopdescription:Thisworkshopisdesignedtoutilize
foundational pedagogical knowledge and tools to engage
more or less experienced colleagues at LOGOS in the part of
deliberating on what makes a responsive and reflective

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teacher in higher education. By modeling a variety of active
learning strategies (cooperative learning, interactive
lecturing, discussion, critical thinking, role-playing, case-
studiesandproblem-solving),we shallfacilitate exchanges on
educational theory and practice. Discussion and analysis of
variousteachingpracticesshall propel participantsto explore
and further develop own teaching skills that promote active
and transformational learning and appreciate how teachers’
choices influence student learning.
Participants are to be immersed in a transformational
learningenvironment.Anticipatingthis,please be preparedto
be challenged,questionassumptionsandreflect on what and
how we learn beyond disciplinary “boxes”. The interactive
learningatmosphereof the workshop will guide trainers and
participants to appreciate the importance of reflective
teaching, the elements of course and curriculum design and
the roles of teaching, learning, academic teachers and
students as agents of the learning paradigm.
VI. Workshop objectives: By the end of the workshop,
participants will have demonstrated critical ability in:
 Developing a course syllabus with critical awareness
of the relations between the course’s significance to
the curriculum,course content,course objectivesand
methodology.
 Applying active and transformational learning and
practice strategies in designing lesson plans.
 Analyzing, contextualizing and managing classroom
environments in relation to student learning and
teaching styles.
 Utilizing technology in classroom with critical
awareness of how it can enhance or detract from
student learning.
 Designing,applying, deciphering and contextualizing
the results of formative and summative assessment
tools measuring quality of student learning and
teaching effectiveness.
 Conducting and interpreting the findings of various
teachingandlearning quality assurance instruments,
as well as utilizing them for faculty development.
 Appreciatingthe processesof researching,consulting,
developing and implementing new curriculum.
VII. Recommended Literature: This course is designed to
expose already experienced participants to a variety of
teachingtools,techniquesandmethods;therefore there isno
one specifictextbook for the course, however, the following

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are recommended as guide.
1) Books:
Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment
Techniques: A Handbook for College Teachers (2nd ed.). San
Francisco: Jossey-Bass Publishers. This is the sourcebook for
methods to find out what your students are thinking, what
they understand and what they don’t, and how they feel
about your class.
Astin, Alexander (1993). What Matters in College: Four Critical Years
Revisited. San Francisco: Jossey-Bass.
Bain, K. (2004), What the Best College Teachers Do, Boston: Harvard
UP.
Barkley, E.F. (2010), Student Engagement Techniques. A Handbook
for College Faculty, San Francisco: Jossey-Bass.
Christensen, C. R. (1987). Teaching and the Case Method. Harvard
Business School: Publishing Division. This is a good review of
the case discussion method.
Eble, K. E. (1976). The Craft of Teaching: A Guide to Mastering the
Professor’s Art. San Francisco: Jossey-Bass Publishers. Eble
reflects on the profession of teaching and gives practical
advice for improving teaching effectiveness.
Erickson, B. L., & Strommer, D. W. (1991). Teaching College
Freshmen. San Francisco: Jossey-Bass Publishers. Erickson
and Strommer discuss good teaching in general and many of
the issues which are particular to first-year students and their
adjustment from high school to college.
Fink, L.D. (2003), Creating Significant Learning Experiences. An
Integrated Approach to Designing College Courses, San
Francisco: Jossey-Bass.
Furmann, B. S., & Grasha, A. F. (1983). A Practical Handbook for
College Teachers. Boston: Little, Brown and Company. Both a
review of the research on teaching and very concrete
suggestions for improvement.
Gullette, M. M. (Ed.). (1982). The Art and Craft of Teaching.
Cambridge, MA: Harvard-Danforth Center for Teaching and
Learning. In this collection of eight essays, experienced
teachers provide insights and practical advice for beginning
teachers.
Grasha, Anthony (1996). Teaching with Style. Alliance Publishers.
Outstanding resource. Comprehensive, easy to use. This book
is full of practical ideas on teaching and explanations of how
to. It also does a good job of linking concrete assignments or
exercises to the theories that support them.
Gross-Davis, B. (2009), Tools for Teaching, San Francisco: Jossey-
Bass. Barbara Gross-Davis presents excellent practical advice
on college teaching, suggests several innovative teaching
strategies, and provides an overview of the research on many
teaching issues.
Grunert O-Brien, J.M., Millis, B.J., Cohen, M.W. (2008), The Course
Syllabus. An Learning-Centered Approach, 2nd edition, San

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Francisco: Jossey-Bass.
Heinich, R., Molenda, M., & Russell, J. D. (1993). Instructional Media
and the New Technologies of Instruction (4th ed.). New York:
Wiley. The book on choosing and using media and technology
in the classroom.
Hill, W. F. (1969). Learning through Discussion (Rev. ed.). Beverly
Hills, CA: Sage Publications. Especially helpful for learning
how to structure and lead discussion sessions effectively.
Indiana University Bloomington, Dean of the Faculties Office.
(1986). Evaluation of Teaching Handbook. Bloomington, IN:
Author. A good starting place on teaching evaluation. Why to
do it and different sources: students, peers, self.
Kember, D., Ginns, P. (2012), Evaluating Teaching and Learning. A
Practical Handbook for Colleges, Universities and the
Scholarship of Teaching, London: Routledge.
Lang J.M. (2008), On Course. A Week-by-Week Guide to Your First
Semester of College Teaching, Boston: Harvard University
Press.
Lewis, K. G. (1993). The TA Experience: Preparing for Multiple Roles.
Stillwater, OK: New Forums Press. The proceedings of the
third national conference on the training and employments of
graduate teaching assistants, this volume contains many
useful articles about graduate students’ teaching.
Lowman, J. (1984). Mastering the Techniques of Teaching. San
Francisco: Jossey Bass Publishers. An excellent introduction
to university teaching. He stresses skills needed to both
present material and establish rapport with students.
McKeachie, W. J. (Ed.). (1999). Teaching Tips: A Guidebook for the
Beginning College Teacher (10th ed.). Lexington, MA: D.C.
Heath and Company.
Morganroth Gullette, M. [ed.] (1984), The Art and Craft of Teaching,
Boston: Harvard University Press.
Sarkisian, E. (1990). Teaching American Students: A Guide for
International Faculty and Teaching Fellows. Harvard
University, Danforth Center for Teaching and Learning. A
clear, brief treatment of the assumptions which shape the
American university classroom and strategies for
international teachers.
Seldin, Peter (2010). The Teaching Portfolio (4th ed.). San Francisco:
Jossey-Bass. Seldin et al. gives practical advice with lots of
examples for creating a teaching portfolio.
Stevens, D.D., Levi, A.J. (2013), Introduction to Rubrics. An
Assessment Tool to Save Grading Time, Convey Effective
Feedback, and Promote Student Learning, Stelring, VA:
Stylus.
2) Electronic resources:
2.1. Harvard University’s Derek Bok Center for Teaching&
Learning: A fine distillation of years-longexperience,
research and experimentation the Center’s website
contains a multitude of resources and advices for doctoral

Faqe 5
students and junior faculty. Link
2.2. University of Ulster, The Centre for Higher
Education Research and Practice: The University of Ulster’s
Centre for Higher Education Research and Practice
functions as a facilitatingand enabling arm of Learning and
Teaching. Link
VIII. Assessed Feedback:
There is no formal, summative test-based assessment
regime in this workshop; however, feedback will be
provided to all participants who will opt to hand the
workshop’s deliverables. Peer discussion of topics and
methods of teaching is essential for their successful
conduct.
Deliverables:
a. A Course Syllabus with Rationale.
b. A lesson plan designed on the basis of the
syllabus with a critical annotation on the
teaching method appropriate to it.
c. A sample testing and assessment tool
with model answers, marking benchmarks
and feedback rubrics.
X. Tentative schedule:
DATE
LEADER
CONTENT Readings Deliverable
Session I
INDUCTION TO LOGOS
19.10 / IN,NM LOGOS’ Mission & History, Annual
Objectives, Governing Structure, Decision-
Making Organs and Instruments,
Presentation of academic and
administrative staff.
N/A N/A
Session 2
Course Design
20.10 / KG Designing the course: mapping the process; the
centrality of course purpose, goals and objectives.
McKeachie1999, 9-20; Grunert
O’Brien 2008,49-63; Fink 2003,
60-154;Gross-Davis 2009,3-
36.
20.10 / KG Designing the syllabus. Grunert – O’Brien.
20.10 / KG Designing the lesson plan: lesson objectives, the
function of content, selection of teaching aids,
planning learning activities, utilizing feedback.
Fink 2003, 102-154;Lowman
1984,129-157,193-224.
Course
syllabuswith
rationale.

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Session 3
Research and Theory on Teaching and Learning in Higher Education - Student Advising & Pastoral Care
21.10/EM The concepts of motivation & learning; theories of
learningandsynergiesbetweenmotivationandlearning.
Competence-based Teaching & Learning.
Bain 2004,22-47; Barkley 2010,
9-38; Grasha 1996,91-147.
21.10/Anisa
& kush?
StudentAdvisingandadvisingsupportsystems;student
support attitude and services. Workshop 1: Managing
the challenging class & student (EM).
Session 4
Teaching Methods and Assessment
22.10 / KG, LB, ? TeachingMethod:effectivelecturing,cooperative &
collaborative learning,leadingdiscussions,peer-to-
peer learning, active and activity-based learning,
drama in class, voice toning and pitch.
Fink 2003, 155-195;
Gross-Davies 2009,
95-132;Lang 2008,
63-126;Morganroth
Gullette 1984,1-10,
25-48.
Lessonplan.
22.10 / ?? Platformat online te pershtatshme, te sigurta, te
plota per menaxhimin e te gjithe procesit te
mesimdhenies dhe mesimnxenies.
22.10 / KG Assessment of Learning: designing assignments,
tests and exams, feedback and rubrics.
Angelo 1993;
Stevens 2013;
Kember 2012;Bain
2004,150-172;
Morganroth 1984,
103-115;McKeachie
1999,74-103, 113-
139; Gross Davis
2009,343-429;
Lowman 1984, 251-
285.
22.10 / KG Assessment of Teaching, for Teaching & Learning
Improvement and Quality Assurance.
McKeachie1999,
331-359;Kember
2012,85-99; Gross
Davis 2009,459-488
Sample testingand
assessmenttool
Session 5
Reflective Observation and Practice, Internationalizing Scientific Research
23.10 / KG AcademicHonesty;PoliciesandSoftware onCheating
and Plagiarism
In-Class Teaching Practice & Discussion
23.10 / KG AcademicHonesty;PoliciesandSoftware onCheating
and Plagiarism
In-Class Teaching Practice & Discussion
23.10 / KG COST Actions, Academia and Research Gate

Faqe 7
COURSE SYLLABUS WITH RATIONALE
Assignment 1
DESCRIPTION: The SAMPLE course syllabuswithitsrationale will be drafted bythe dead-line indicated
below and can be revised and edited for resubmission at the end of the course, once students will be
asked to submit a neat and polished teaching portfolio. Dead-Line: September 18, 2015.
LEARNING OBJECTIVES:
 Developing critical awareness of the relations between the course’s significance to the
curriculum, course content, course objectives and methodology in the context of a course
syllabus.
 Exploring active and transformational learning and practice strategies in designing a course
syllabus.
 Planningtoadjust to classroomenvironmentsinrelationtostudentlearning and teaching styles.
 Explore the uses of technology in classroom with critical awareness of how it can enhance or
detract from student learning.
 Reflectingonthe mostappropriate formative andsummativeassessmenttoolsmeasuringquality
of student learning and teaching effectiveness.
 Developing critical awareness of the processes and content of critical and significant
learning.
 Exploring the expediency of different types of learning in real life.
 Deliberating on and appreciating cultural elements imparting the quality and
meaningfulness of learning.
 Critically reflect on how learning in life transforms into life-long learning process.
DIRECTIONS:
1. Please write a detailed and rationalized syllabus to a real or hypothetical course you wish
to deliver in your academic careers. The syllabus should contain as many constituent
sections as you rationalize to be appropriate for the nature and the level of the course, as
well as the particularities of the anticipated group of students to attend it and the
institution where this course would be delivered.
2. The syllabus should be appended with a detailed rationale of your syllabus’ critical
constituents at the length of ca. 1,200-1,500 words (3-5 pages). While you may refer to
theory on teaching and learning, please remember that a syllabus is a rather personalized

Faqe 8
instrument, whereby a faculty member, while inducing students to matters of critical
learning in the discipline, unveils personal convictions on teaching and learning and
utilizes own strengths.
ASSESSMENT CRITERIA: I regret I will be unable to assess the substantial part of your syllabus, as I am a
not an expert in your disciplines. This is not necessarily bad … as you can thus get feedback from a non-
expert who will focus on what subject-experts more often than not pay little attention to: pedagogy!
The 20% of the assignment’sweighttowardsyourfinal grade will be halvedbetweenyoursyllabusand its
rationale. In specific:
A. Course Syllabus: 10 points.
Criterion Points
1. The syllabus and its constituents present a logically flowing structure. 0-2
 The structure is both easily discernible and logical. 2
 The structure is logical but not easily discernible. 1
 The structure is illogical. 0
2. The syllabus is sufficiently detailed without being overloaded. 0-2
 The syllabus’ constituents are sufficiently detailed with all what
matters to students without overloading it with excess and
unnecessary details that make it overloaded.
2
 The content is somewhere sufficiently and elsewhere
insufficiently detailed and/or appears somewhat overloaded.
1
 Content is cumbersome. 0
3. Clarity of expression. 0-2
 The set of ideas constitutes comprehensible statements. 2
 Clarity of expression may somewhat fail. 1
 The syllabus is incomprehensible. 0
4. Engaging and inviting in a personalized manner. 0-2

Faqe 9
 The syllabus emanates a professional and still personalized air of
interpersonal communication.
2
 The syllabus is somewhat stylized and/or schematized. 1
 The syllabus is disengaging or plagiarized. 0
5. User-Friendly formatting. 0-2
 The syllabus is properly typed and spaced with justified margins. 2
 Syllabus not quite formatted in a user-friendly manner. 1
 The syllabus’ formatting is unattractive. 0
TOTAL: __
B. Syllabus’ Rationale: 10 points.
Descriptive Criterion Point Value
The syllabus’ rationale infers to both theory and self-reflection on learning leading
towards a consciously rationalized teaching philosophy, selection of appropriate teaching
methods congruent to cautiously identified circumstantial factors conditioning course
delivery. The choice and exposition of “SMART” learning objectives focus on the learner
and drive the course’s assessment regime. Evidence that authorship of the syllabus has
been fully assumed by its developer on account of holistic justification of the choices
made therein.
8-10
The syllabus’ rationale makes loose reference to theory and self-reflection on learning,
thereby revealing partly consciously and partly unconsciously rationalized teaching
philosophy. The selection of teaching methods seems haphazard, barely taking delivery
exigencies under consideration. The choice and exposition of learning objectives may
superfluously seem to focus on the learner and drive the course’s assessment regime, but
appear to be the outcome of only partial consideration of circumstantial factors. The
developer of the syllabus does not assume full authorship of work.
5-7
The syllabus’ rationale is based on unconscious or stereotyped ideas about learning being
somehow vaguely associated with teaching philosophy. The selection of teaching
methods appears rather unjustified even if some circumstantial factors conditioning
course delivery are identified. The choice and exposition of learning objectives focus
mechanically on the learner or incline towards the teacher and are disassociated with the
course’s assessment regime. Scarce evidence of the syllabus’ authorship.
2-4

Faqe 10
The syllabus rationale is an amalgamation of heterogeneous and not rationalized ideas on
learning. The selection of teaching methods is haphazard and no circumstantial factors
imparting course delivery are identified. The choice and exposition of learning objectives
are rather teacher-oriented,not “SMART” and disassociated with the course’s assessment
regime. Evidence of minor plagiarism offence.
0-1
TOTAL: __
GRAND TOTAL / 20
ADDITIONAL FEEDBACK
1. Syllabus Constituents:
2. Sufficiency of Details:
3. Clarity:
4. Student-friendliness:
GENERIC FEEDBACK
RESOURCES:
1. Grunert O-Brien, J.M., Millis, B.J., Cohen, M.W. (2008), The Course Syllabus. An Learning-
Centered Approach, 2nd edition, San Francisco: Jossey-Bass.
2. Cf. our Course Pack on different aspects of the syllabus.
GOOD LUCK!

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LESSON PLAN AND RATIONALE OF TEACHING METHOD
Assignment 2
DESCRIPTION: Using the syllabus you have submitted as a compass, please select one of the sessions
indicated therein to develop a particular lesson plan. A lesson plan is a document that sets out how a
learning session will be conducted and the rationale behind this. Dead-Line: September 18, 2015.
LEARNING OBJECTIVES:
 “Translating” a teaching philosophy into teaching and learning practice.
 Developingcritical awarenessof the relations between the lesson plan and the course syllabus.
 Designing active and transformational learning strategies.
 Planningtoadjustto classroomenvironmentsinrelationtostudentlearning and teaching styles.
 Explore the uses of technology in classroom with critical awareness of how it can enhance or
detract from student learning.
 Identifyingthe mostappropriate formativeand summative assessmenttoolsmeasuringqualityof
student learning and teaching effectiveness at the smallest unit of teaching and learning.
 Utilizing critical awareness of the processes and content of critical and significant learning
to draft a lesson plan.
STRUCTURE AND POINT VALUE OF A LESSON PLAN
TOTAL: 10 POINTS
1. TOPICAND LESSON’SDURATION:Here we write the topicof the lessonandthe time allocated for
it. They both need to correspond to your course syllabus (½ point).
2. LESSON’SLEARNINGOBJECTIVES:Course objectivesrecordedinthe syllabusandlessonobjectives
need to mutually feed each other (1 point).
3. TECHNOLOGY REQUIREMENTS: We indicate here what tools we will need to conduct the lesson.
The selectionof learningresourcesand teaching method(s) will need to adjust to circumstantial
factors that also relate to the available technology (½ point).
4. SELECTION OF LEARNING RESOURCES: We need to indicate what resources we will need to
conduct the lesson (e.g. hand-outs, workbook, textbook, etc.) (½ point).

Faqe 12
5. TEACHING METHODS: We needtospecifywhichteachingmethodormethodswe will use here (2
points).
6. RATIONALE: I would like you to rationalize the choice of teaching method(s) in an appendix
arguing why the selected method is more appropriate than others to address circumstantial
factors, the particular learning objectives of the lesson and the particularities of the student
group we are to teach to (2 points).
7. LEARNING ACTIVITIES: Please detail here the learning activities you selected pursuant to the
choice of the teachingmethod.Payrequisite attention, among others, to the activity with which
you will start the lesson (through which you expect to stimulate your students’ interest on it),
activities planned for what in our course-pack is cited as “the muddiest point of the lesson”, as
well as how, at the end of the lesson, the learning objectives will be recapitulated (½ point).
8. Mini-Lesson-AssessmentTools:Please indicate what(formative or summative) assessment tools
youwill be usingto assesswhetherornot the lesson’slearningobjectiveshave been successfully
accomplished.Thiswill help you determine how to adjust the following lesson’s plan to repeat,
reinforce orre-introduce learningobjectiveswhichatthe endof the current lessonwere foundto
be unaccomplished (1 point).
9. Time AllocationPlan:Please detail here the flow of the lesson indicating the time you intend to
spend for each of its components (1 point).
10. Home Assignments:Pleasewrite whathomeworkassignmentsyouwill be requiringyourstudents
to do and why (i.e. indicating their learning objectives) (½ point).
11. Contingencies: Please indicate here alternative plans to address the contingencies you can
anticipate might occur during the lesson (½ point).
ASSESSMENT GRID OF A LESSON PLAN
Name & Surname: Course:
# ASSESSMENT CRITERION AND POINT VALUE GRADE
1. TOPICAND LESSON’SDURATION:(½point).
2. LESSON’SLEARNINGOBJECTIVES:(1 point).
3. TECHNOLOGY REQUIREMENTS: (½point).
4. SELECTION OF LEARNINGRESOURCES: (½ point).
5. TEACHING METHODS: (2 points).
6. RATIONALE:(2 points).

Faqe 13
7. LEARNINGACTIVITIES:(½point).
8. Mini-Lesson-AssessmentTools:(1point).
9. Time AllocationPlan:(1point).
10. Home Assignments:(½point).
11. Contingencies:(½point).
TOTAL: __

Faqe 14
SAMPLE TESTING AND ASSESSMENT TOOL WITH MODEL ANSWERS,
GRADING BENCHMARK AND FEEDBACK RUBRIC
DESCRIPTION: Based on the syllabus and the sample lesson plan(s) you have developed, craft a
concrete sample testingandassessmenttool rationalizingwhatthere isto be tested and why the tools is
more appropriate than others to test it. The assessment tool needs to be accompanied by grading
guidelineswithmarkingbenchmarks,aswell asanassessmentgridconvertible toafeedbackrubric.Asan
appendix to this assessment you should argue why the chosen testing and assessment tool is more
appropriate than others for the scope and learning objectives of the course. Dead-Line: September 23,
2015.
LEARNING OBJECTIVES TO BE TESTED:
 “Translating” course objectives into testing and assessment tools.
 Developingcritical awarenessof the relations between the course syllabus, the lesson plan and
the course’s assessment regime.
 Planning to adjust assessment to classroom environments in relation to student learning and
teaching styles.
 Designing, applying and contextualizing formative and summative assessment tools measuring
quality of student learning and teaching effectiveness.
 Enhancing critical awareness of the processes and content of assessing critical and
significant learning.
STRUCTURE AND POINT VALUE OF A TESTING AND ASSESSMENT TOOL
TOTAL: 20 POINTS
12. What is there to be tested? Targeting testing and assessment: You are expected to record the
learning objectives to be assessed referring to your course syllabus’ objectives (4 points).
13. THE TEST: Please write the concrete test you intend to administer (1 point).
14. GRADING GUIDELINES AND MARKING BECHMARKS: Please write how a marker other than you
shouldassessstudentscripts,indicatingwhatpointsshouldbe awardedforeachcritical response
to the test’squestions.Pleasebe asdetailedaspossible,anticipatingpotentialstudentresponses.
(4 point).

Faqe 15
15. AssessmentGridConvertible toaFeedbackRubric:Prepare agrid to tallythe points accumulated
by studentsinaform that can be communicatedtostudentssothat theyget a sense of why they
got the grade they were awarded and how their scores could have been higher (4 point).
16. Rationale on the Appropriateness of the chosen testing and assessment tool for the specific
course:In an appendix to your assessment tool, please argue why this is more appropriate than
other tools (4 points).

Faqe 16
ASSESSMENT GRID OF TESTING AND ASSESSMENT TOOL
COURSE: Teaching in Higher Education Student:
# ASSESSMENT CRITERION AND POINT VALUE GRADE
A. TESTING ANDASSESSMENT TARGETS.
1. Completeness:upto1 point.____________________________________________________
2. Clarity:upto 1 point.___________________________________________________________
3. Integrationto syllabus:upto1 point.______________________________________________
4. Rationalization(Doesthe assessmentmake sense atglance?):upto1 point.______________
Up to 4 pts.
B. THE TEST.
1. Completeness:upto1 point. ____________________________________________________
3. Integrationtosyllabus:upto1 point.______________________________________________
Up to 4 pts.
C. GRADINGGUIDELINES ANDMARKINGBECHMARKS:
2. Clarity:upto 1 point. ___________________________________________________________
Up to 4 pts.
D. AssessmentGridConvertible toaFeedbackRubric:
3. Integrationtosyllabus: upto1 point.______________________________________________
Up to 4 pts.

Faqe 17
E. Rationale onthe Appropriatenessof the chosentestingandassessment tool forthe specificcourse:
Up to 4 pts.
TOTAL: __

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