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Introduction to Physical Anthropology:

In-Class Assessment:
Before each of the exams, I will conduct in class review sessions to gauge student
learning. These exams will have written reviews provided beforehand, so that students can come
to class prepared to ask and answer questions. I will incorporate traditional question and answer
style discussion, as well as quiz games and lecture. These reviews will take place during class
time in order to ensure that all students have an equal opportunity to review the material with the
instructor. The use of class time for this exercise also ensures that I as the instructor can gauge
student learning from the majority of the class, rather than the select few who might come to an
outside exam review.
The goal of this review is to review material with students in advance of the exam so that
I can reinforce important topics and ideas while also identifying potential problem areas before
creating the exam.
Upon completion of this activity, students will be better prepared to perform well on their
exams in the course. Furthermore, as an instructor I will gain a better understanding of student
As this will be an informal class activity, there will be no formal rubric. Through the use
of activities such as Jeopardy style games, I can assess whether students are answering
questions correctly based on course material. This will provide me with opportunities to see what
topics need to be reinforced, as well as which topics were insufficiently covered in course
lectures and reading material.
This assessment will help to ensure that students are meeting the course objectives laid
out in the syllabus, which are directly tied to course material and expected knowledge outcomes.
Depending on the content of the particular exam under review, the specific outcomes may vary,
as not all objectives will be covered in each exam.
These reviews are in line with my teaching philosophy in that I hope to continually foster
student engagement and participation. Through quiz-game reviews, I will be encouraging
students to apply and demonstrate their knowledge. Furthermore, by opening the review up to
student questions, prepared beforehand, I hope to encourage students to feel comfortable
addressing their problems with course material in the classroom.
Out of Class Assessment:
Each week, students will be required to submit a Muddiest point to the BBL thread.
These will consist of a brief question or statement regarding the weekly reading, and must be
posted to the BBL thread in advance of the class meeting. Submissions should be two to three
sentences in length, and address course materials explicitly in a way that demonstrates that the
student engaged with the text.

The goal of these weekly assessments is to identify problem areas for students which may
need additional attention in class lectures.
For these assessments, the main objective from the students perspective is to think
reflexively and identify areas in which they are struggling. From an instructors perspective, the
objective of these assessments is to see where students are having difficulties.
As this exercise will serve as an assessment of student understanding, it will not be
assigned a grade. Rather, students will receive a completion grade in order to ensure
participation. Students will be expected to have engaged with the material, as responses should
demonstrate that the student has completed the weekly reading.
This assessment supports course goals and objectives in that it will help to further ensure
that students are understanding course material, which directly pertains to this courses
objectives. As course objectives are generally based on specific topics, the specific course
objective being addressed will vary week to week.
This assessment also demonstrates my teaching philosophy, insofar as encouraging
student participation and engagement. As some students may feel uncomfortable speaking in
front of the class, this will allow them to ask for additional help in a setting that will feel less