Adapted from Getting Started: A Guide for Beginning College Teachers, Associate
Instructor Teaching Skills Program, University Division, Indiana University,
and from Copeland, W., "Writing Student Oriented Objectives".
Adapted from Popham, W. James, and Baker, Eva L. Planning an Instructional
Sequence. Englewood Cliffs, New Jersey: Prentice Hall, Inc. l970, pp. 45-6l.
Bloom, B. S., Hastings, J. T., and Madaus, G. F. Handbook on Formative and
Summative Evaluation of Student Learning. New York: McGraw-Hill, l97l, pp.
22l-277.
Gagne, R. M. The Conditions of Learning. New York: Holt, Rinehart and Winston,
l965.
Adapted from The TA at UCLA. Organizing Discussion Sections, l977.
Taken from The TA at UCLA. UCLA Office of Instructional Development, 1977.
Adapted from Getting Started: A Guide for Beginning College Instructors.
University Division, Indiana University.
Adapted from Steve White and Ron Hennessey.Blackboardsmanship. Graduate
Assistants Teaching Program, 258 Le Conte Hall, University of California,
Berkeley.
Adapted from Yonge, G. "Evaluating Student Learning", in Handbook
for Teaching Assistants, Graduate Division, University of California, Davis,
1977.
Adapted from Napell, S. "...On Writing and Correcting Exams."
University of California, Berkeley, 1977.
Adapted from Nash, C. P. "Grading." In A Handbook for Teaching
Assistants, University of California, Davis, 1977.
