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Search returned 70 results using Keyword: "Classroom assessment"



1. 2012. From goal to reality: 40-40-20: A Report on strategies to meet Oregon's 40-40-20 education goals.
Centering around the goals set by the passage of Oregon Senate Bill 253, this collection outlines actions to take for the state university system to realize it goals of having eighty-percent of its adult residents hold at least an associates degree by 2025.
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2. 2009 . Peer Review Vol. 11, No. 1: Assessing Learning Outcomes: Lesson from the AAC&U's VALUE Project.
This edition of Peer Review, AAC&U's quarterly publication on noteworthy trends and debates within undergraduate education, addresses the development and usage of emerging assessment approaches including rubrics to assess learning outcomes and e-portfolios.
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3. Quality matters.
An online subscription service that seeks to improve online education in multiple educational contexts, from K-12 to higher education. Located on the site is a host of resources that reflect a faculty focused approach towards evaluating student learning in online courses. Among other things, the site contains resources regarding workshops, faculty-centered models for online learning in addition to research reports.
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4. AAC&U News. 2011, April. Signature Assignments Become a Signature Practice at Salt Lake Community College.
Signature assignments are defined as "projects that tap into at least two of SLCC’s collegewide learning outcomes, constitute real-world application of knowledge, and include reflection."
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5. Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. 2010. How learning works: 7 research-based principles for smart teaching.
In this practical guide, Ambrose and colleagues present an extensive series of examples of some common problems and misunderstandings that frequently occur in classrooms at all levels of instruction. Each section then explains what well-known and researched learning principle is responsible for that type of event, or how it can be used to fix that problem. Very accessible and easily understandable, the authors here provide a list of tools and fix-it strategies, well-grounded in research and psychological theory, useful for educators.
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6. Angelo, T. A., & Cross, K. P. 1993. Classroom assessment techniques: A handbook for college teachers.
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment
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7. Appling, J., Gancar, J., Hughes, S., & Saad, A. 2012. Class syllabi, general education, and ePortfolios.

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8. Ash, S. and Clayton, P. Fall 2009.. Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning..
This article examines the meaning of Critical Reflection and presents a model for blending Critical Reflection with assessment.
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9. Association of American Colleges and Universities. 2015. Scientific Thinking and Integrative Reasoning Skills (STIRS) Case Studies.
AAC&U has released 16 new case studies under their Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative. Each case study consists of a student case and facilitator’s guide, to aid faculty with incorporating assignments and modules that engage students in integrative and problem-based inquiry.
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10. Baepler, P. Mar/Apr2011. Alternative assessment in the cloud.
Abstract: The article focuses on the use of cloud computing technologies in assessing classroom activities in digital forms. YouTube LLC has developed an annotation system allowing users to add comments on video in the form of a speech bubble and a spotlight function to highlight a single aspect of a set of frames. Moreover, the VideoANT annotation tool provides the reviewer with three windows while the screenshots technology provides audio and visual support for written comments on seminar papers.
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11. Baker, G. R. February 2012. North Carolina A&T State University: A culture of inquiry.
North Carolina A&T was selected for inclusion as a case study for NILOA due to its commitment to improving its campus by developing a "culture of inquiry"—specifically as this relates to student learning outcomes assessment activities. Three elements have been instrumental in A&T's drive to become a more data-driven institution: 1) administrative leadership that encourages discussions and collaboration around student learning outcomes assessment activities on campus; 2) the use of professional development opportunities to help foster the involvement and commitment of faculty members; and 3) the systematic and intentional use of student feedback.
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12. Baron, M. A., & Boschee, F. 1995. Authentic assessment: The key to unlocking student success.
"A review of authentic assessment that provides, in addition to a thorough grounding in the topic area, insightful thoughts on the purposes of evaluation, the nature of school planning, and the current status of efforts at school reform."
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13. Barrett, J.M. 2012. Writing assessment in the humanities: Culture and methodology.
This article examines methodological and institutional challenges for empirically measuring student performance on writing. Writing’s intrinsic subjectivity and the great variety of writing formats appropriate to diverse contexts raise fundamental questions about the empirical bias of the assessment culture taking root in U.S. higher education. At the same time, the academic training of humanist scholars, who typically have primary responsibility for writing pedagogy in universities, may predispose them to skepticism about assessment culture’s broader mission. This article narrates the process by which the Humanities Department at Lawrence Technological University implemented a writing assessment process designed to address these challenges and evaluates the data generated by this process.
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14. Bengiamin, N.N., & Leimer, C. (2012). SLO-based grading makes assessment an integral part of teaching.
This study investigates whether grades can be used as effective assessment if certain deficits of grading are addressed.
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15. Berheide, C.W. Spring 2007. Doing less work, collecting better data: Using capstone courses to assess learning.
This article discusses the advantages of using capstone courses for assessment, including increased faculty buy-in and more accurate measures of student learning.
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16. Breslow, L., Lienhard, J., Masi, B., Seering, W., & Ulm, F. 2008. How do we know if students are learning?.
This Massachusetts Institute of Technology faculty newsletter reported the efforts by the Accreditation Board for Engineering and Technology (ABET), departments in the School of Engineering (SoE), and the School’s Director of Education Innovation and Assessment towards assessing their students’ learning outcomes. The newsletter covers the multi-perspective approach that was taken to account for student learning outcomes, including both top-down and bottom–up approaches of assessing student learning. Engineering faculty were also engaged in a process of determining some of the most effective methods for assessing their students learning outcomes, including conducting experiments with the guidance of the school’s Teaching and Learning Laboratory (TTL).
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17. Broad, B., Adler-Kassner, L., Alford, B., Detweiler, J., Estrem, H., Harrington, S., McBride, M., Stalions, E., & Weeden, S. 2009. Organic writing assessment: Dynamic criteria mapping in action..
The topic of dynamic curriculum mapping is examined further in this book. Examples of dynamic curriculum mapping taking place at colleges and universities are included.
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18. Broad, Bob. . 2003. What we really value: Beyond rubrics in teaching and assessing writing.
This book offers a critical examination of traditional rubrics for evaluating student writing and presents Dynamic Criteria Mapping as a more flexible and contextual evaluative tool. Broad examines evaluation at work by detailing a study of an introductory composition program.
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19. Brookhart, S. M. 1999. The art and science of classroom assessment: The missing part of pedagogy.
Discusses the quality of individual student assessments in higher education courses and their composite effect on course grades. Reviews the literature on making classroom assessments and their impact on the science of student assessment.
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20. Carey, S. J. (Ed.). 2015. Faculty leadership for integrative liberal learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
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21. Carr-Lopez, S. Galal, S, Vyas, D, Patel, R., & E. Gnesa. 2014. The utility of concept maps to facilitate higher-level learning in a large classroom setting.
The authors address the issue of engaging students to learn information rather than memorize in pharmacy curricula based classes. The authors wanted to understand how students can engage in active learning through the use of concept maps. Accordingly, they wrote about a study that compared test scores between an experimental and control group. They determined that concept maps helped students’ experience meaningful learning.
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22. Center for Instructional Innovation and Assessment. Classroom assessment technique: Concept maps [Video File].
An informative video regarding the use of concept maps for classroom purposes. The video outlines distinctions between concept maps and mind maps, provides insight on how to engage students during classes using mapping exercises, and provides advice on how teachers may use concept maps for assessing learning outcomes.
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23. Chan, C. K. Y., Tam, V. W. L., & Fok, W. T. T. 2013. Traditional and modern MCQ methods as in-class formative assessment.
This study was designed to compare three different Multiple Choice Questions (MCQs) delivery methods namely clickers, pen and paper MCQs and online elearning MCQs on the effectiveness of student engagement used as an in-class formative assessment. The results were also compared without the use of any formative assessment.
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24. Council for Adult and Experiential Learning. 2011. Moving the starting line through prior learning assessment (PLA).
This research brief provides an analysis of the average number of credits students earn for what they already know. It offers information on the average number of PLA credits earned by a subgroup of 4,905 students in our sample, looking at how the average number of credits differs by institution type and by students of various demographic groups.
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25. Dalal, D. K., Hakel, M. D., Sliter, M. T., & Kirkendall, S. R. 2012. Analysis of a rubric for assessing depth of classroom reflections.

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26. DeWitt, P. March 2012. What is satisfactory performance? Measuring students and measuring programs with rubrics.
Some assessment experts strongly recommend that a desired level of achievement be stated when measuring student performance on stated student learning outcomes. According to Nichols, the criteria should be stated in quantitative terms, as this example illustrates: “Eighty percent of those taking the CPA exam each year…will pass three of four parts of the exam” (Nichols, 1989, p. 178). In the era of rubrics, this can easily be translated to “Eighty percent of students…will score at least ‘satisfactory’ on three of the four rubric rows.”
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27. Diamond, R. M. 2008. Designing and assessing courses and curricula: A practical guide. (3rd ed.).
This updated book provides readers with tools and examples for those interested in adopting a learner-centered approach in their courses.
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28. Driscoll, A. 2011, January. Signature Assignments (Presentation at WASC Resource Fair).

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29. Ellsworth, J.B. 2000. Surviving change: A survey of educational change models.
This book presents a theoretical road map for teachers, professors, or administrators who seek guidance from the educational change literature. The introduction presents an overview of assumptions, early traditions of change research, other reviews of change research, and practical application of education change theory.
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30. Elrod, S. 2014, Summer. Quantitative Reasoning: The Next "Across the Curriculum" Movement .
The ability to think quantitatively, or quantitative reasoning (QR), clearly plays a central role in undergraduate education. But what do terms like quantitative reasoning, quantitative literacy, and quantitative fluency really mean for student learning, the curriculum, program development, faculty development, or accreditation? Why should QR be taught across the curriculum and in interdisciplinary contexts? In addition, this publication explores learning outcomes for QR.
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31. Erradi, A. 2012. EasyCapstone: A framework for managing and assessing capstone design projects.
To enhance students learning and satisfy ABET requirements, the Department of Computer Science and Engineering at Qatar University undertook over the past few years significant enhancements to the senior design project course. This work has produced a framework for managing and assessing capstone design projects. Along with a web-based application named easyCapstone to ease the framework adoption by automating key workflows particularly for managing the project registration, the submission of deliverables, scheduling project presentations, assessing students work and providing timely personalized feedback to students.
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32. Evans, D. n.d.. Using elements of dynamic criteria mapping as a process facilitating DQP.
This page gives an overview of how Eastern Oregon University is attempting to incorporate Dynamic Criteria Mapping into its DQP program.
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33. Farmer, D. W. 1993, Jan/Feb. Course-embedded assessment: A teaching strategy to improve student learning.
Using King’s College as an example, Farmer discusses how students and faculty are involved in assessment activities.
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34. Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college courses .
This book challenges traditional content-based teaching strategies by asking "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?".
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35. Gallagher, C. W. 2014, December. Disrupting the Game-Changer: Remembering the History of Competency-Based Education.
Gallagher explores the history and current developments of competency-based education (CBE), while drawing attention to the issues that affected the movement in its early stages. The report draws on faculty concerns, quality of education, and student learning to discuss CBE programs.
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36. Harris, C., & Zha, S. 2013. Concept mapping: A critical thinking technique.
This article highlights a study about the use of concept mapping in classrooms conducted with students in an introductory psychology course at a four-year university. The authors sought to understand how concept mapping can support students’ learning. They argue that the use of concept maps encourages students’ learning by promoting abstract thinking, which also supports students’ critical thinking skills.
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37. Harvard Initiative for Learning and Teaching. Concept maps: Are they good for assessment.
This is a PowerPoint that discusses the use of concept maps for assessment purposes. It provides a general understanding of using concept maps in determining student learning and possible outcomes. Included within the PowerPoint are slides about “Why create concept maps?,” “Concept Maps for Assessment,” and “Concept Map activity.” There is also an example rubric in addition to a list of the pros and cons of using concept maps for assessment purposes.
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38. Hauhart, R.C. & Grahe, J.E. 2012. A national survey of American higher education capstone practices in sociology and psychology.
Previous research on capstones in sociology and psychology has suggested that there is a typical capstone experience required by three quarters of all four-year colleges and universities in the United States. This article reports results from a national survey that confirm that sociology and psychology capstone courses conform generally to a common format. The findings further indicate that factors related to student limits and time limits predominate with respect to those variables that produce less successful course outcomes.
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39. Howell, R.J. 2011. Exploring the impact of grading rubrics on academic performance: Findings from a quasi-experimental, pre-post evaluation.
This purpose of this pre-post, quasi-experimental evaluation was to explore the impact of grading rubric use on student academic performance. Cross-sectional data were derived from 80 undergraduates enrolled in an elective course at a research university during spring and fall 2009. The control group (n = 41), who completed the course’s Assignment #2 without a grading rubric, scored significantly lower, on average, than the treatment group (n = 39), who completed the same assignment, but with access to a grading rubric. The grading rubric constituted an important predictor of assignment performance, the magnitude of which was stronger than college year, major, pre-test score, and gender. Suggestions are provided for future research.
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40. Huba, M.E. & Freed, J. E. 1999. Learner-centered assessment on college campuses: Shifting the focus from teaching to learning.
A guide to moving toward student-based assessment and outcomes grounded in constructivist learning theory and continuous improvement.
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41. Hutchings, P. April 2011. What new faculty need to know about assessment.
As a new faculty member, you will have questions about your students’ learning—as all thoughtful teachers do: Are they really learning what I’m teaching? How well do they understand the key concepts I’m focusing on? Can they apply what they’re learning in new contexts? What can I do better or differently to help students develop the skills and knowledge they need to be effective in this class, in subsequent courses, and in their future life and work? This assessment brief focuses upon an introduction for faculty to assessment of student learning.
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42. Hutchings, P., Ewell, P., & Humphreys, D. 2014, March 31. Where policies and practice meet: Assessment and the way we work.
This presentation connects the NILOA provost survey results to assignment design.
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43. Hutchings, P., Jordan-Fleming, M. K., & Green, K. October 2016. Using intentionally designed assignments to foster and assess student learning.
This session will explore the benefits – and some of the challenges – of bringing educators together to collaborate on the design and use of the projects, papers, exams, and presentations they require of their students.
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44. King, J. Sep/Oct2011. Beyond the grade: Developing opportunities for course-embedded assessment.
Abstract: The article focuses on the adoption of Pearson LearningStudio by the Texas Christian University (TCU) from Pearson Education Inc. in 2002 as its Learning Management System (LMS). It says that the enhancement of LMS is Learning Outcome Manager (LOM), an analytics reporting and academic assessment application that provide TCU with a web-based repository that manages its Core Curriculum learning statements. It adds LOM makes course-embedded assessment effectively of its programs.
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45. Lee, W. (Ed.). 2010. Assessment & evaluation in higher education.
This reader addresses issues and concepts regarding assessment and evaluation in higher education.
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46. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.
Traditional instruction is adaptive-that is, instructor-driven, face-to-face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner-driven, collaborative, and problem-focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one-way adaptive learning to designing and facilitating generative learning opportunities.
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47. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.

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48. Lopes, V., & Dion, N. 2015. Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction.
This report from HEQCO focuses on the effective implementation of technology in the classroom, lessons learned from previous studies, and notes several best practices when researching the effectiveness of introducing new technology into educational settings.
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49. Maki, P. L. 2004. Assessing for learning, building a sustainable commitment across the institution.
This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally.
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50. McInerney, D. M., Brown, G. T. L., & Liem, G. A. D. 2009. Student perspectives on assessment: What students can tell us about assessment for learning.
Seeking diverse student voices on assessment? This books uses American, and international student feedback on both formative and summative assessment across all levels of education.
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51. McKinney, K. 2011, January 28. Teaching resources and innovations library for sociology (TRAILS): A small sampling of what we know about learning from cross-discipline scholarship of teaching and learning and educational research.
This resource provides various principles obtained through the literature on cognition of learning. The information is relevant across all stages of the learning process: generalized notions of the learning process applicable to students, actions institutions can take to facilitate and amplify the learning process, and best practices for college teachers.
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52. Morningside College. Classroom assessment and course-embedded assessment: What’s the difference?.
A short article about the difference between course embedded assessment and course level assessment.
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53. Nichols, M., Comer, J., Recker, D., & Hathcoat, J. 2013. Developing and implementing a multidisciplinary approach to assess CT in general education.
The article outlines the approach used by Oklahoma State University (OSU) in developing and implementing a model for assessing critical thinking (CT) in general education (GE) that is faculty-driven and reflective of approaches used in the classroom. Challenges with the approach are identified. Advantages of the multidisciplinary approach are also listed including aligning faculty and institutional approaches.
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54. Noyce, P. E. and Hickey, D. T. 2011. New frontiers in formative assessment .
This book focuses on usage of formative assessment(ongoing appraisal of student response seeking out evidence of students learning and/or misconceptions) for educators. Exemplars of present work in formative assessment, ideal pathways toward the implementation of formative assessment, and roadblocks toward that implementation are given within the text.
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55. Ramírez, K. 2011. ePerformance: Crafting, rehearsing, and presenting the ePortfolio persona.
ePerformance: Crafting, Rehearsing, and Presenting the ePortfolio Persona exposes vital intersections between pedagogy and performance to reveal how using ePortfolio encourages not only student-centered learning, but facilitates collaboration through cooperative exchanges. Productive interactivity with audiences who actively influence process, content, and outcomes displaces classroom hierarchies and the passive absorption of predetermined material. It is the powerful intersection of multiple modes of performance that establishes the ePortfolio medium as an elastic, ultra-accessible theatrical arena in which students may create, rehearse, and present themselves. By recognizing that they are not only at the center of learning, but that they are one of multiple centers in a multicentric teaching and learning dynamic, students activate the discourse of which their work is already a part.
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56. Randall, D., Harrison, J., & West, R. . 2013. Giving credit where credit is due: Designing open badges for a technology integration course.

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57. Rhodes, T. L. 2010. Assessing outcomes and improving achievement: Tips and tools for using rubrics.
"This publication provides practical advice on the development and effective use of rubrics to evaluate college student achievement at various levels. Also included are the rubrics developed by faculty teams for fifteen liberal learning outcomes through AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project."
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58. Stalions, E.W. 2007. Dynamic Criteria Mapping: A study of the rhetorical values of placement evaluators.(Doctoral Dissertation.) .
This dissertation provides an extensive examination of the criteria an Ohio university uses to place first-year students into writing courses.
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59. Stassen, M. L. A., Doherty, K., & Poe, M. 2001. Course-based review and assessment: Methods for understanding student learning.
This handbook provides an overview to assessment and use of assessment in the classroom, helps define your goals and objectives for the class, gives techniques of how to assess and finally, gives ways to understand and use the results gained.
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60. The Writing Program at University of Massachusetts. Dynamic Criteria Mapping.
This page from the UMass Amherst’s Writing Program explains Dynamic Criteria Mapping and offers instructors tips on how to use the method with their students’ work.
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61. Turbow, D. J., Werner, T. P., Lowe, E., & Vu, H. Q. 2016, Fall. Norming a written communication rubric in a graduate health science course.
This study aimed to determine whether or not the norming of a written communication rubric improved scoring consistency among clinical faculty in a critical thinking course. The benefits of a formalized norming process are described.
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62. Voorhees, A. B. 2001. Creating and implementing competency-based learning models.
This article defines three models of competency-based learning: general education models, trait based scales, and industry-based models. Following these descriptions, suggestions are provided for putting competency-based learning models into effect across different types of institutions.
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63. Vorhees, R. A. 2001. Competency-based learning models: A necessary future.
This essay focuses on the present and proposed usages of competency-based learning models internationally and nationally. Furthermore, the author calls for a common lexicon for the usage of compentencies and the thoughtful usage of competentices to encourage a paradigmatic shift.
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64. Walter, C. K. 2012. Student outcomes assessment of a logistics and supply chain management major.
Assessment of specialized programs, such as logistics and supply chain management program described here, may pose challenges because previous experience are less widely shared than in the more mainline subjects. This case study provides one model that may guide other faculties facing a similar assignment. The report detailed the steps followed to assess an undergraduate program in Logistics and Supply Chain Management. The starting point was a two-stagecourse-mapping, which identified strengths and weaknesses of course coverage compared to college goals, and also compared to a set of topic areas recommended by faculty members. Next in the process was a survey of graduating students who responded to questions about basic concepts in their recently completed courses. The assessment was considered useful in providing a feedback path necessary for faculty to "close the loop" in course design and teaching. In addition, this case study showed how a process from a small liberal arts college may be adopted to a narrowly focused business program in a larger and more diverse university setting.
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65. Waters, J. K. . 2014. Adaptive learning: Are we there yet?.
This article offers a brief background into what adaptive learning is, and then dives right into seeing the concept in action. While the focus is on assessment driven learning in the K-12 sector, this type of adaptive learning holds interest for the collegiate level, as well.
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66. White, E. 2007. Assigning, responding, evaluating: A writing teacher's guide.
Ed White's practical guide to designing writing assignments, writing tests, and evaluating student writing has been thoroughly updated for the fourth edition, including new sections on directed self-placement, computer scoring of writing, Phase 2 scoring of portfolios, and much more.
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67. WICHE Cooperative for Educational Technologies (WCET). 2010. No significant difference.
This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery, with a foreword by Dr. Richard E. Clark. Previous editions of the book were provided electronically; the fifth edition is the first to be made available in print from IDECC (The International Distance Education Certification Center).
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68. Wiggins, G. 1998. Educative assessment: Designing assessments to inform and improve student performance .
This book focuses on the use of performance-based assessment and its appropriate use as tool to guide students' performance.
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69. Wilson, D., & Conyers, M. 2013. Five big ideas for effective teaching: Connecting mind, brain, and education research to classroom practice.
In their most recent project, Five Big Ideas for Effective Teaching, Wilson and Conyers present and describe the influential, big-picture findings from the field of cognitive psychology in the past decade. Additionally to providing some introductory information about these concepts, they also explain how this information can be harnessed and put into use by educators in the field.
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70. Yang, T. C., Hwang, G. J., & Yang, S. J. H. 2013. Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles.
This study attempts to reassess adaptive learning in terms of both students’ cognitive and learning styles as opposed to the conventional method of thinking about adaptive learning in terms of student achievement (considering their strengths and weaknesses). The purpose of rethinking active learning in this way is to decrease student’s mental load while simultaneously increasing learning outcomes/gains.
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