A. Evaluation Procedure - Instructor Models for students
B. Operationalizing Competency Statements: some examples
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| Read critically, write clearly, speak fluently |
Analyzes difficult text in class
Distributes own articles to class Prepares lectures well |
Writes critical essays
Gives presentations to class |
| Evaluate and monitor their own academic goals and performance | Instructor uses short term instructional assessment devices with class input | Prepares self-assessment as class assignment |
| Use research and other information-accessing skill |
Presents and employs modes of textual analysis
Models, outlines research procedure |
Presents and employs modes of textual analysis as classroom project
Reports to class on research procedure |
| Solve problems independently and interdependently | Provides opportunities for both individual and consultative problem solving | Participates in both individual and consultative problem solving exercises |
| Applies technology competently | Incorporates student projects into teaching that require use of technology | Participates in such projects |
| Thinks critically and creatively | Instructs students on modes of critical thinking, and of accessing creative thought; and, provides opportunities to practice same | Uses derived information and skills to inform activities mentioned above |
| Distinguish between fact and fiction |
Instructs students on relevant epistemological modes.
Provides opportunities to practice distinctions. |
Uses derived information and skills to inform activities mentioned above |