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Search returned 75 results using Keyword: "Course-embedded assessments"



1. 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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2. Student Assessment of their Learning Gains.
The SALG instrument focuses exclusively on the degree to which a course has enabled student learning.
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3. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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4. Alderman, K., Liang, X., & Vonderwell, S. 2013. Asynchronous discussions and assessment in online learning.
This article presents a case study that used a thematic analysis approach to analyze graduate-level asynchronous online courses towards understanding appropriate approaches for online assessments. The authors argue that both formative (assessment for learning) and summative (assessment of learning) assessments are needed in online learning environments. Emphasis is put on how discussions among students and instructors in online asynchronous courses fit into the understanding of online learning and assessments.
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5. Ambrose, S. A., & Poklop, L. 2015, January/February. Do Students Really Learn from Experience?.
“For more than a century, experiential learning—most notably cooperative education—has been embedded in the curriculum at Northeastern University. The original program placed eight students in four companies, in an “earn-learn-earn-learn” model that enabled students to pay for their tuition with the income from their co-op jobs.”
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6. 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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7. Ammons, J. L., & Mills, S. K. 2005. Course-embedded assessments for evaluating crossfunctional integration and improving the teaching-learning process.
This paper offers a case study of the process of defining a competency, specifying intended learning outcomes, selecting course-embedded assessment methods, evaluating the results, and using that information to guide changes in the teaching-learning process.
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8. Anderson, P., Gonyea, R.M., Anson, C.M., & Paine, C. 2015. The Contributions of Writing to Learning and Development: Results from a Large-Scale Multi-institutional Study.
This article explores how and to what degree writing in college is associated with learning and development. The study examined survey responses from over 70,000 first-year and senior students enrolled at 80 colleges/universities in the U.S., and was a partnership between NSSE and CWPA.
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9. 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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10. Association for Institutional Research. 2009. A ten-step process for creating outcomes assessment measures for an undergraduate management program: A faculty-driven process.
This paper offers a plan for involving department faculty members in the creation of outcomes assessment by borrowing from the current literature in the field, as well as literature from human resources development and organizational behavior.
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11. 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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12. Beld, J. 2015, April. Building your asessment toolkit: Strategies for gathering actionable evidence of student learning.
This report explores the various assessment strategies that institutions, with a special focus on Minority-Serving Institutions (MSIs), can utilize. It offers various questions for institutions to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
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13. 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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14. Blaney, J.,Filer, K., & Lyon, J. Summer 2014. Assessing High Impact Practices Using NVivo: An Automated Approach to Analyzing Student Reflections for Program Improvement.
Roanoke College developed a system to automate the qualitative coding process using NVivo, a software analysis tool, allowing them to identify patterns in student learning that indicate effective and ineffective aspects of applied learning experiences. The NVivo query approach led to increased efficiency in the assessment of most HIPs included in the experiential learning program at Roanoke College.
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15. Blicblau, A. S., & Dini, K. 2012. Creating an alternate reality: Critical, creative, and empathic thinking generated in the “global village playground” capstone experience.
The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design.
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16. Bransford, J.D. and Donovan, S.M. 2005. How students learn: history, mathematics, and science in the classroom.
From the Publisher: “The book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction…”
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17. 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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18. 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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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. Brown, G. 2004. How Students Learn, Supplement to the Routledge Falmer Key Guides for Effective Teaching in Higher Education Series.
Written to provide an understanding of theories of student learning and including a list of useful additional readings at the end, this resource serves as basis for understanding the Key Guides in Effective Teaching in Higher Education series.
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21. Buyarski, C.A., & Landis, C.M. 2014. Using an ePortfolio to assess the outcomes of a first-year seminar: student narrative and authentic assessment.
The authors analyzed at 47 ePortfolios of first-year seminar students. Using the combination of a rubric and identification of authentic evidence, results suggested that the ePortfolio can thoroughly assess student learning when combined with a rubric and examining authentic evidence.
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22. Cerbin, B. Cerbin, B. Exploring how students learn.
Dr. Cerbin’s web site offers a collection of short write-ups and videos regarding student learning at the university level.
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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. 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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25. Cummings, R., Maddux, C.D., & Richmond, A. 2008. Curriculum-embedded performance assessment in higher education: Maximum efficiency and minimum disruption.
Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum-embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum-embedded performance assessment strategies in a graduate-level educational psychology programme are provided.
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26. 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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27. 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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28. 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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29. Eubanks, D. 2006. The problem with standardized assessment: There are other, better ways than high-stakes testing to hold institutions accountable for making good on the promises of higher education.
This brief article offers recommendations for other assessments besides that of standardized assessment currently going on in today's higher education institutions.
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30. 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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31. 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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32. Flateby, T. 2010. Improving writing and thinking through assessment.
This book discusses the effective usage of writing and writing assessment as a method to engender and express critical thought in post-secondary institutions.
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33. Gentemann, K., & Zhou, Y. 2005. Course-embedded assessment.
Presentation describing what course embedded assessment is and techniques and examples of it.
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34. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium size public university’s general education program.
Discusses how the institution implemented assessment on its campus and how they are using the data collected.
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35. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium sized public university’s general education program.
Gerretson and Golson describe the use of a faculty-driven course-embedded assessment at a medium-size public university. The authors offer an overview on course-embedded assessment, implementing learning outcomes, rubrics, the use of data analysis, and evaluating the effectiveness of the course-embedded approach.
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36. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium sized public university's general education program.
Gerretson and Golson describe the use of a faculty-driven course-embedded assessment at a medium size public university. The authors offer an overview on course-embedded assessment, implementing learning outcomes, rubrics, the use of data analysis, and evaluating the effectiveness of the course-embedded approach.
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37. Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., et al. 2015, March. Learning Outcomes Assessment: A Practitioner’s Handbook.
This handbook from the Higher Education Quality Council of Ontario (HEQCO) serves as a resource for faculty and administrators to design and assess program-level learning outcomes. The handbook includes tips, examples and case studies, and recommendations on methods for developing program-level learning outcomes and assessment.
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38. Goldberg, J. R. 2012. Active learning in capstone design courses.
This article discusses means by which to encourage active learning within capstone courses. Many schools are moving away from the sage on the stage to the guide on the side model where the instructor is a facilitator of learning. In this model, the emphasis is more on learning and less on teaching, and it requires instructors to incorporate more active and student-centered learning methods into their courses.
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39. Graduate Student Instructor: Teaching & Resource Center. Learning: Theory and research.
This website offers extensive material on the cognition of learning; from theories of learning to methods of instruction, and from principles of memory to the role of motivation. The site has various resources (i.e. the PQ4R method and the practice guide to improve student learning) and defines key terminology en route to developing a useful resource for practitioners and students alike.
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40. Harmon, J., & Copeland, A. . 2016. Students’ perceptions of digital badges in a public library management course.
For the Spring 2015 semester of the Public Library Management course, students were given digital badges along with grades for their coursework. For each topic's corresponding assignment, students received a traditional grade and those achieving at least an A- received a digital badge that represented the skill or knowledge demonstrated. By using digital badges, the students were given the opportunity to experience this growing educational trend and reflect on their role in the learning that takes place in libraries for librarians and library users. To explore the effectiveness of digital badging, students were surveyed to ascertain how they perceived the digital badges they received. The survey results indicated that students were underwhelmed by the experience in terms of their own motivation, their perception of the usefulness of badges for employment and for professional development purposes, and their future personal use of badges.
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41. 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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42. Huba, M. E., & Freed, J. E. 2000. Learner-centered assessment on college campuses: Shifting the focus from teaching to learning.
Huba and Freed present the idea that practitioners must shift their teaching model from one that is teacher-centered to one that is learner-centered. However, assessment must be interwoven with this change, and the book, as a whole, provides a useful framework for learner-centered assessment. Often, the book explicitly states how assessment aids in the learning process, and guides readers through the course of implementation.
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43. 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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44. Hubert, D.A., & Lewis, K.J. 2014. A framework for general education assessment: Assessing information literacy and quantitative literacy with ePortfolios.
Examining 100 random student ePortfolios from General Education courses using two college-wide learning outcomes, the authors reflect on how use of ePortfolios can effectively assess student work. Benefits of using ePortfolios, particularly in General Education, are also discussed.
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45. Hutchings, P. April 2010. Opening doors to faculty involvement in assessment.
Much of what has been done in the name of assessment has failed to induce large numbers of faculty to systematically collect and use evidence of student learning to improve teaching and enhance student performance. Pat Hutchings, a senior associate at The Carnegie Foundation for the Advancement of Teaching, examines the dynamics behind this reality, including the mixed origins of assessment, coming both from within and outside academe, and the more formidable obstacles that stem from the culture and organization of higher education itself. Then, she describes six ways to bring the purposes of assessment and the regular work of faculty closer together, which may make faculty involvement more likely and assessment more useful.
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46. 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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47. Jankowski, N. August 2011. Capella University: An outcomes-based institution.
Capella University was selected for a case study due to its systematic, embedded student learning outcomes assessment process; its administrative support and vision of what assessment can do for individual learners; its transparency efforts such as Capella Results, which publicizes assessment results, and its help in developing Transparency By Design; and its use of assessment results to enhance learner success levels.
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48. Jo Beld. 2015. Building Your Assessment Toolkit: Strategies for Gathering Actionable Evidence of Student Learning.
This resource explores the various assessment strategies that Minority-Serving Institutions (MSIs) can utilize. It offers various questions for MSIs to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
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49. Jonassen, D. H., & Land, S. M. (Eds.). 2000. Theoretical Foundations of Learning Environments.
This book provides an understanding of the theory of Open-Ended Learning Environments (OELE’s). OELE’s are a problem-solving and questioning centered approach to student learning. The editors explain that the book is intended as an introduction for, “instructional designers, mathematics and science educators, learning psychologist and anyone else...”
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50. 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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51. Lowenthal, P., White, J. J., & Cooley, K. 2011. Remake/remodel: Using ePortfolios and a system of gates to improve student assessment and program evaluation.

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52. Lowry H. J., Howery, C. B., Myers, J. P., et al. . 2005. Creating an Effective Assessment Plan for the Sociology Major.
This resource serves as a manual on assessment specifically prepared for departments and programs that offer an undergraduate major in sociology. It was guided by best practices of assessment for higher education, and could serve as a resource for those conducting assessment work in other departments.
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53. Lynn, S. A., & Robinson-Backmon, I. 2005. Course-level outcomes assessment: An investigation of an upper-division undergraduate accounting course and the factors that influence learning .
This study examined the association between a course-level embedded assessment tool, earning performance outcomes (i.e., final numerical course average), and factors that influence learning goal outcomes.
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54. McLeod, S. H., & Soven, M. (Eds.). 2000. Writing across the curriculum: A guide to developing programs.
How can institutions develop and sustain writing across the curriculum (WAC) programmes? This collection with contributions from leading WAC directors and consultants, helps answer this question. Topics covered include: how to get started; how to run WAC workshops; what role administrators can play; and how WAC can be integrated into the university curriculum. There are also chapters on developing permanent institutional support for WAC.
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55. 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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56. Mortiboys, M. 2010. How to be an effective teacher in higher education.
This book is a guide to effective course design, teaching practice, and evaluation for classes of all sizes.
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57. Musil, C. M., & Miller, R. AACU’s course level student learning assessment matrix.
Under AAC&U’s Shared Futures initiative, Musil and Miller developed a matrix for planning and implementing student learning assessments into a course. Sample matrices and ideas to consider are also included with the blank matrix tool.
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58. National Research Council. 2001. Knowing what students know: The science and design of educational assessment.
Seeking to understand the role of cognitive and measurement science advances on assessment? This report by the National Research Council tackles these issues and more in this report examining the science of learning.
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59. 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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60. Ortlieb, E., & Cheek, E. H. 2012, March. Using informative assessments towards effective literacy instruction.
Examples of effective literacy assessment practices for different student populations are offered in this book.
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61. Paulson, K. 2001. An annotated bibliography on competencies.
Literature on competency-based learning models is presented through a bibliography including: a general introduction and historical underpinnings of compentency-based learning in postsecondary education, the usage of of competency-based learning in the admissions and placement process, the usage of compentencies in postsecondary settings, a usage of competencies during the conclusion of college programs, and efficacious institutional usage of competencies for improvement.
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62. Perks, J. M., & Galantino, M. L. 2013. The development of an ePortfolio as a capstone in a holistic health minor.
The authors describes exploring whether to use an ePortfolio assessment as a capstone project for a Holistic Health Minor (HHM) in an undergraduate program. A team of faculty designed a template and a group of nine seniors piloted the program. The authors found the interdisciplinary faculty team to be vital for the program’s success.
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63. Puncochar, J., & Klett, M. (2013). A model for outcomes assessment of undergraduate science knowledge and inquiry processes.
To measure the efficacy of a Liberal Studies education, a Midwestern regional university developed a systematic, rubric-guided assessment based on nationally recognized science principles and inquiry processes to evaluate student work in undergraduate science laboratory courses relative to a liberal education. The rubric presented a direct measure of student understandings of science inquiry processes. The assessment procedure used stratified random sampling at confidence levels of 95% to select student work, maintained anonymity of students and faculty, addressed concerns of university faculty, and completed a continuous improvement feedback loop by informing faculty of assessment results to assess and refine science-inquiry processes of course content. The procedure resulted in an assessment system for benchmarking science inquiry processes evident in student work and offered insights into the effect of undergraduate science laboratory courses on student knowledge and understanding.
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64. Reid, A., & Paster, D. 2013. Digital badges in the classrooms.
Digital badge programs, which were originally developed for MOOC classes and distance learning, are becoming integrated into traditional course formats. Learners are rewarded with a digital badge upon completion of certain skills, and early research argues that badges can increase motivation and add incentive to the learning process.
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65. 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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66. Ridley, D.R., & Smith, E.D. (2006). Writing across the curriculum works: The impact of writing emphasis upon senior exit writing samples.
Seniors’ writing skills were assessed in 1998 at a medium-sized public university. Blind scoring, a standard scoring guide, and trained graders were used. Curricular writing emphasis was assessed through a syllabus study, yielding a Curricular Emphasis Score. Controlling for entry-level skill in writing, Writing Score and Curricular Emphasis were highly correlated.
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67. Schermer, T. and Gray, S. 2012, July. The senior capstone: Transformative experiences in the liberal arts (The Teagle Foundation Final Report).
The four private liberal arts colleges participating in this study – Allegheny College, Augustana College, Washington College, and The College of Wooster – are distinctive in that they require all seniors to engage in an intensive mentored experience (“capstone”) that is designed and executed by the student using the theories, methods, and tools of a discipline, resulting in a scholarly or creative work. While we have long believed the experience to be transformative, the evidence has been largely anecdotal. This report presents some concrete findings on the impact of capstones on student learning.
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68. Seymour, E., Wiese, D., Hunter, A. & Daffinrud, S.M. 2000. Creating a better mousetrap: On-line student assessment of their learning gains.
This paper discusses the development of an instrument that is designed to summarize the learning gains that students perceive they have made, both as a consequence of particular aspects of class pedagogy, and of the teacher’s pedagogical approach.
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69. 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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70. Sum, P. & Light, S.A. 2010. Assessing student learning outcomes and documenting success through a capstone course.
A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.
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71. Tinberg, H., Killian, D., Duffy, and Mino, J. 2007. The scholarship of teaching and learning at the two-year college: Promise and peril .
The authors propose that two-year college faculty are well-situated to engage in the scholarship of teaching and learning. Aware of the challenges faced by two-year college faculty, they offer three examples of “embedded” research that might help faculty at these institutions solidify their place as scholars.
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72. Various. 2011, Volume 23, Number 5. Assessment update: Progress, trends, and practices in higher education.
This publication offers insights on wide-ranging issues surrounding assessment. This particular issue features articles that focus on trends within the field for the past ten years, budgets, junior faculty involvement in assessment, and course-embedded assessement.
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73. 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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74. 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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75. 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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