What’s
the Principle? (Assesses
Skill in Problem Solving)
Estimated
level of time/energy required to
prepare is MEDIUM
Estimated
level to respond (students) and to
analyze is LOW
Description: In
problem solving, the first step is
determining what the problem is. The
second step is determining what principles
to use to solve the problem. Students
read problems or scenarios and decide
what principle applies to each situation.
This is a matching activity.
Purpose: Students
can see more clearly the possible relevance
of what they are learning.
Procedure:
1) Identify
the basic principles in your course.
Find
or create sample problems or short
examples that illustrate the principles.
Each example should illustrate only
one principle.
Prepare
a What’s the Principle? form
to be display-ready by writing it
on the board, a transparency, or
digitally projected. It could also
be written on a half-sheet of paper
and distributed to the students.
It is important the prompts are presented
in writing. Do not only read the
question(s).
Your
form should list the principles and
specific problems or examples.
Hand
out index cards or half-sheets of
paper. It is best if students do
not write their names, unless there
is a very good reason to know who
wrote which comments.
Consult
with a colleague or graduate student
about the level of difficulty and
length of time to complete the form.
After
studying the principles, students
list their own examples of application.
Students
must recall the principles rather
than matching them.
Students
must justification their choices.
Suggestions: Responding
to students’ feedback may take
longer than planning because questions
lead to other questions. Set clear
time limits. To temper expectations
and disappointment, let students know
you will not comment on everything.
References
and Resources:
Angelo,
T.A, and Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college
teachers (2 nd ed.). San Francisco:
Jossey-Bass.
