Tag Archives: UBC

Why two-stage exams? UBC-centric evidence

At the 2016 CTLT Summer Institute, I co-facilitated the session on Assessment and Evaluation. Using the opportunity to advertise two-stage exams, I provided evidence for three main points: Students learn from them Students participate meaningfully Students like them The research I used to back these is all home-grown at UBC (of course, this isn’t an exhaustive […]

A guide to being a lecture TA

A new role for TAs In the flipped classrooms of reformed large enrolment first-year physics courses, as instantiated in Physics 100 and other courses at UBC, much of the typical monologue has been replaced with clicker questions and worksheets, making room for students to think and work with peers and the instructor and rendering the term […]