- Author
- Achacoso, Michelle V. and Marilla D. Svinicki, eds.
- Publisher
- Jossey-Bass, San Francisco, CA (New Directions for Teaching and Learning, Number 100)
- ISBN
- 787979708
- Table of Contents
-
Editor's notes
ch. 1 Assessment theory for college classrooms (Susan M. Brookhart)
ch. 2 Assessing fundamentals in every course through mastery learning (J. Ronald Gentile)
ch. 3 Authentic assessment : testing in reality (Marilla D. Svinicki)
ch. 4 Developing a student-based evaluation tool for authentic assessment (Joseph M. La Lopa)
ch. 5 Student portfolios : an alternative way of encouraging and evaluating student learning (Carmel Parker White)
ch. 6 Alternative assessment in a mathematics course (Nancy J. Simpson)
ch. 7 Assessing performance in problem-based service-learning projects (Tim O. Peterson)
ch. 8 Performance-based assessment : improving the value of laboratory and skills examinations (Judy M. Silverstrone)
ch. 9 Aligning paper tests with multimedia instruction (Scott L. Howell)
ch. 10 Computerized testing in large courses : a case study (John F. Kremer)
ch. 11 Group exams in science courses (Linda C. Hodges)
ch. 12 Making student thinking visible by examining discussion during group testing (Theresa Castor)
ch. 13 Two examples of group exams from communication and engineering (Karin L. Sandell and Lonnie Welch)
ch. 14 Using practice tests on a regular basis to improve student learning (Margaret K. Snooks)
ch. 15 Post-test analysis : a tool for developing students' metacognitive awareness and self-regulation (Michelle V. Achacoso)
Although new forms of learning call for new forms of assessment, many faculty struggle to find different ways of testing their students' achievements. This issue introduces readers to both theory and practical examples of innovations in assessment in the college classroom. Examples include authentic testing, testing with multimedia, portfolios, visual synthesis, and performance-based testing, among others. Contributors also argue that student performance on exams can be improved by techniques that can be implemented both before and after the exam to make the students better learners. (From the Publisher)