Quick Tips: Alternative Assessments

Throughout the past year and a half, instructors have made significant changes to the way they design and deliver their courses. The sudden shift to being fully remote, then hybrid, and now back to face-to-face for some courses has required … Continue reading

Quick Tips: Formative Assessment Strategies

Designing effective assessments is a critical part of the teaching and learning process. Instructors use assessments, ideally aligned with learning objectives, to measure student achievement and determine whether or not they are meeting the objectives. Assessments can also inform instructors … Continue reading

Resources for Peer Learning and Peer Assessment

Several weeks ago our colleagues in the Center for Teaching and Learning at the Johns Hopkins School of Public Health presented the very informative half-day symposium Peer to Peer: Engaging Students in Learning and Assessment. Speakers presented on their real-life … Continue reading

The Characteristics of High-Quality Formative Assessments

As we explore different theories of learning, two points seem salient: that students’ understanding of intelligence affects their self-perception, their determination, their motivation, and their achievement (Dweck, 2002); and that a students’ ability to self-regulate learning, to be metacognitive, ensures … Continue reading

2013 GSI Symposium Breakout Session 2: Formative Assessment

A Report from the Trenches We’re continuing with our reports from the JHU Gateway Sciences Initiative (GSI) 2nd Annual Symposium on Excellence in Teaching and Learning in the Sciences. Next up is “Assessing Student Learning during a Course: Tools and … Continue reading

Teaching Tips: Classroom Assessment

Increasing emphasis is being placed on assessment, and many faculty are looking for evaluation practices that extend beyond giving a mid-term and final exam. In particular the concept of non-graded classroom assessment is gaining traction. In their book Classroom Assessment Techniques, … Continue reading

Strategies for an Inclusive Classroom

This summer, the Center for Educational Resources offered a multi-day Best Practices in University Teaching workshop for JHU faculty to learn about evidence-based teaching practices. Participants explored topics such as best practices in course design, active learning strategies, and various … Continue reading

The Hazards of Teaching for the First Time

This post was submitted by Atousa Saberi, a graduate student in the Johns Hopkins Teaching Academy who reflected on her first-time teaching experience. I would like to share my learning experience as a PhD student teaching my first undergraduate course … Continue reading

Expanding Students’ Research Skills with a Virtual Museum Exhibit

Morgan Shahan received her PhD in History from Johns Hopkins University in 2020. While at Hopkins, she received Dean’s Teaching and Prize Fellowships. In 2019, her department recognized her work with the inaugural Toby Ditz Prize for Excellence in Graduate … Continue reading