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Authentic Assessment Toolbox
A multi-chapter “how-to” hypertext on creating authentic tasks, rubrics and standards for measuring and improving student learning.
http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm
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How Can Assessment Work for Us?
An article published in “Academe” on the AAUP website, arguing that we should embrace the responsibility for critically evaluating our work as teachers – assessment should be the “property” of faculty, it should work for us rather than against us.
http:www.aaup.org/publications/Academe/2005/05ja/05jalink.htm
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Improving College Grading (pdf)
Compares the “percentage” grading system to the “class-curve” system, to derive a set of goals or criteria for grading systems, which are then employed to evaluate three additional illustrative grading systems. Idea Paper no. 19, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.idea.ksu.edu/papers/Idea_Paper_19.pdf
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Matching Instructional Objectives, Subject Matter, Tests, and Score Interpretations (pdf)
This article explores the implications for a particular model of teaching, by looking at differences between students, types of subject material, types of instruction, instructional objectives, texts, and ways to interpret test results. Idea Paper no. 18, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
http://www.idea.ksu.edu/papers/Idea_Paper_18.pdf
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Assessment Using Concept Mapping
A concept map is a diagramming technique for assessing how well students see the "big picture".
http://serc.carleton.edu/NAGTWorkshops/assess/conceptmaps.html
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Assessment by Oral Presentation
A series of websites providing rubrics, presentation tips, and a host of related topics on student assessment.
http://serc.carleton.edu/NAGTWorkshops/assess/oralpresentations.html
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The Association of Theological Schools (ATS) has a host of resources for assessment of theological programs (including online learning), in the context of their accrediting program.
http://www.ats.edu/projects/Onlineassessmentresourcesintro.asp
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Writing Learning Outcomes
A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."
http://www.aallnet.org/prodev/outcomes.asp
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Cognitive Design Solutions: Instructional Design
Although this is a commercial site, it has many great summaries of major theorists and theories in easy to read charts and diagrams. Based on Robert Mager’s “Criterion Referenced Instruction (CRI) it demonstrates how instruction can be measurable and thus capable of being evaluated and systematically improved.
http://www.cognitivedesignsolutions.com/Instruction/InstructionalDesign.htm
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