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Search returned 6 results using Keyword: "Graduate Studies"



1. 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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2. 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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3. Denecke, D. D., Kent, J., & Wiener, W. 2011. Preparing Future Faculty to Assess Student Learning: A report on a CGS project supported by a grant from the Teagle Foundation.
This report provides a broad overview of national needs in the assessment of student learning and gaps in existing future faculty preparation programs.
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4. Janosik, S.M., & Frank, T.E. 2013. Using ePortfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education.

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5. Reddy, M. 2007. Rubrics and the enhancement of student learning.
Empirical research on the effectiveness of rubrics has primarily concentrated on its contribution towards improvement in academic performance, as reflected in attainment of higher grades. Its role in assessing the other dimensions of Student Learning (SL) such as attitudes, behaviours and perceptions that affect students’ inclination and ability to learn has been largely unexplored. There is also a paucity of literature on how rubrics can be used for informing course delivery and course design. The objectives of the study are derived from these gaps in literature.
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6. 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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