Tools and Resources

Item Analysis (a.k.a. Test Question Analysis) is an empowering process that enables you to improve mutiple-choice test score validity and reliability by analyzing item performance over time and making necessary adjustments. Knowledge of score reliability, item difficulty, item discrimination, and crafting effective distractors can help you make decisions about whether to retain items for future administrations, revise them, or eliminate them from the test item pool. Item analysis can also help you to determine whether a particular portion of course content should be revised or enhanced.

This document describes a specific strategy that provides a collaborative learning experience for students.

This resource offers principles of trauma-informed teaching and recommendations instructors
might consider as they are developing trauma-informed practices for their own courses.

This two-page handout provides a basic explanation of how to make and use rubrics to improve grading. Print references included.

In-depth discussion of planning and writing a case study. Key steps discussed include identifying the reason for using a case study; drafting the case; and piloting and revising it.

Three-page overview of the steps in documenting one's teaching through a portfolio.

This document was created to provide you with a source of options for gathering data on teamwork assignments and projects. You may choose to adopt one of the examples as is, combine elements from several of the examples, or use the examples to identify characteristics that correspond to particular aspects of your assigned work, course content, or student population.

This list of inclusive teaching strategies was created as part of the Schreyer Institute's Creating Inclusive Courses workshop. The workshop activity is also available in this repository. The list was compiled over many years and is intended to help instructors recognize what they might already be doing to demonstrate that all students are welcome contributors to the course learning community. This is not a "checklist." Creating inclusive course environments requires sincerity, intentionality, and reflection, not simply enacting a list of strategies. These strategies are most effective when combined with other efforts such as critical self-reflection reflection, learning about antiracist pedagogies, and taking steps to decolonize our classrooms.

Penn State’s Faculty Assessment of Teaching Framework assesses teaching using evidence from three sources, peer review, self-assessment, and student feedback. The framework also identifies four Elements of Effective Teaching, which provide a foundation of understanding, advance a shared language for communication, and serve as standards against which the combined sources of evidence are judged. Academic units may also use the elements as an invitation to discuss other important aspects of effective teaching. This document includes teaching examples by element.

Heavily abridged version of Weinstein, Y., Madan, C. R., & Smith, M. A. (in press). Teaching the science of learning. Cognitive Research: Principles and Implications, prepared for and presented at "Reframing Testing as a Learning Experience: Three Strategies for Use in the Classroom and at Home" on Tuesday, Oct. 3, 2017.

Six key learning strategies from research in cognitive psychology can be applied to education: spaced practice, interleaving, elaborative interrogation, concrete examples, dual coding, and retrieval practice. However, a recent report (Pomerance, Greenberg, & Walsh, 2016) found that few teacher-training textbooks cover these principles; current study-skills courses also lack coverage of these important learning strategies. Students are therefore missing out on mastering techniques they could use on their own to learn effectively. This handout contains the six key learning strategies to address those concerns.

This case study involves a female professor and her response to a female student who has been teased by males (who are the majority of the class). This document is most useful for faculty developers.

This is a quick start guide for engaging in self reflection on teaching. It can be helpful to support the production of the reflection portion of the dossier for P&T and/or annual review for Penn State faculty.

Students may feel uncertain about the ethical use of AI in a given course and academic/professional field, and instructors may find it helpful to understand how students think about the ethical aspects of using AI and how they are using AI tools as learners. This resource offers recommendations for starting conversations with students about AI.