Assessing Students

Additional Info:

Additional Info:
This volume provides instructors who teach writing with an array of strategies and philosophies about the way writing is learned, both in the context of a discipline and as an independent skill. Focusing primarily on the best ways to give feedback about written work, the authors describe a host of alternatives that have a solid foundation in research. This is the 69th issue of the journal New Directions for Teaching and Learning. (From the Publisher)

Table Of Content:
ch. 1 High Stakes and Low Stakes in Assigning and Responding to Writing (Peter Elbow)
ch. 2 Writing Back and Forth: Class Letters (Toby Fulwiler)
ch. 3 Mentoring, Modeling, Monitoring, Motivating: Response to Students' Ungraded Writing as Academic Conversation (Art Young)
ch. 4 Peer Response to Low Stakes Writing in a WAC Literature Classroom (M. Elizabeth Sargent)
ch. 5 Student Writing in Philosophy: A Sketch of Five Techniques (Stephen M. Fishman)
ch. 6 Developing and Responding to Major Writing Projects (Anne J. Herrington)
ch. 7 Negotiating the Margins: Some Principles for Responding to Our Students' Writing, Some Strategies for Helping Students Read Our Comments (Elizabeth Hodges)
ch. 8 When Less is More: Principles for Responding in the Disciplines (Ronald F. Lunsford)
ch. 9 In Our Own Voices: Using Recorded Commentary to Respond to Writing (Chris M. Anson)
ch. 10 Responding to Writing On-Line (Gail E. Hawisher and Charles Moran)
ch. 11 Grading Student Writing: Making It Simpler, Fairer, Clearer (Peter Elbow)
ch. 12 The Role of Faculty Development Programs in Helping Teachers to Improve Student Learning Through Writing (Elizabeth Ann Caldwell and Mary Deane Sorcinelli)

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Aimed primarily at higher education professionals, this book is a comprehensive guide to assessment issues, particularly for those professionals who are coming to terms with the range of new pressures on their traditional teaching practices. Agents of change such as increased use of IT, flexible assessment methods and quality assurance all converge on the area of assessment, making new demands of assessors.

Outlining how traditional assessment practices can be updated and diversified to suit these contemporary teaching and learning methods, this book is a practical resource, with reflection boxes and diagnostic tools that encourage the reader to apply the principles to their own practice.

Other areas covered include: Assessing large groups, Authentication of student work, Maintaining assessment standards, Assessing generic skills and Quality assurance. (From the Publisher)

Table Of Content:
Part A: Issues and themes in assessment
ch. 1 The link between assessment and learning
ch. 2 Roles and purposes of assessment
ch. 3 The grading game: norm- and criterion-referenced assessment
ch. 4 Valid assessment
ch. 5 Assessing in flexible modes
ch. 6 Assessing with new technology
ch. 7 Assessing in diverse contexts
ch. 8 Assessing large cohorts
ch. 9 Academic fraud and plagiarism
ch. 10 Maintaining standards in a consumer market
ch. 11 Accountability and the quality agenda: evaluative purposes of assessment

Part B: Assessing key learning outcomes
ch. 12 Communicating
ch. 13 Accessing and managing information
ch. 14 Demonstrating knowledge and understanding
ch. 15 Demonstrating procedures and techniques
ch. 16 Designing, creating, performing
ch. 17 Thinking critically and making judgements
ch. 18 Problem solving
ch. 19 Managing and developing oneself

Part C: Assessment in practice
ch. 20 Designing assessment tasks
ch. 21 Developing marking schemes
ch. 22 Communicating assessment tasks
ch. 23 Marking and grading
ch. 24 Evaluating assessment practices
ch. 25 Dealing with plagiarism

References
Index

Additional Info:
In this detailed study, Astin examines why assessment activity has produced such meager results and, just as important, how existing activities can be improved. The author also discusses what new assessment practices can be implemented and shares specific and sometimes startling ideas on: How assessment information can most effectively be used for evaluation How results can be used to enlighten and inform the practitioner How practical, technical, and political problems can be overcome when building an assessment database from student and faculty input How the movement of externally mandated assessments in various states is having a negative impact on higher education. (From the Publisher)

Table Of Content:
Preface

ch. 1 The Philosophy and Logic of Assessment
ch. 2 A Conceptual Model for Assessment
ch. 3 Assessing Outcomes
ch. 4 Assessing Student Inputs
ch. 5 Assessing the Environment
ch. 6 Analyzing Assessment Data
ch. 7 Use of Assessment Results
ch. 8 Building a Data Base
ch. 9 Assessment as Direct Feedback to the Learner
ch. 10 Assessment and Equity
ch. 11 Assessment and Public Policy
ch. 12 The Future of Assessment

Appendix
Statistical Analysis of Longitudinal Data
References
Index

Additional Info:
Click Here for Book Review
As interest in competency-based education (CBE) continues to grow by leaps and bounds, the need for a practical resource to guide development of high-quality CBE programs led the authors to write this book. Until now, there has been no how-to manual that captures in one place a big picture view of CBE along with the down-to-earth means for building a CBE program.

A variety of pressures are driving the growth in CBE, including the need for alternatives to the current model of higher education (with its dismal completion rates); the potential to better manage the iron triangle of costs, access, and quality; the need for graduates to be better prepared for the workforce; and the demands of adult learners for programs with the flexible time and personalized learning that CBE offers.

Designed to help institutional leaders become more competent in designing, building, and scaling high-quality competency-based education (CBE) programs, this book provides context, guidelines, and process. The process is based on ten design elements that emerged from research funded by the Gates Foundation, and sponsored by AAC&U, ACE, EDUCAUSE, and the Competency-Based Education Network (C-BEN), with thought partners CAEL and Quality Matters. In short, the book will serve administrators, higher education leaders, faculty, staff, and others who have an interest in CBE by:
• Giving context to enable the audience to discover the importance of each design element and to help frame the CBE program (the “why”); • Providing models, checklists, and considerations to determine the “what” component for each design element;
• Sharing outlines and templates for the design elements to enable institutions to build quality, relevant, and rigorous CBE programs (the “how”). (From the Publisher)

Table Of Content:
Foreword by Amy Laitinen

Introduction

Ch 1. Institutional Culture
Ch 2. Program Design
Ch 3. Assessment Essentials and Strategies
Ch 4. The Learning Journey
Ch 5. Faculty and Staff Models and Considerations
Ch 6. Business Models, Processes, and Systems
Ch 7. Approval Considerations
Ch 8. Conclusion and Next Steps

References

About the Authors

Index

Additional Info:
Extensive rubric for grading student papers. Clear, concise, and helpful. By Richard Ascough, religion faculty member.

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University of Minnesota’s Center for Writing offers this brief essay outlining a process for creating a rubric.

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Because the drive toward external assessment speaks almost exclusively in terms of standardized testing, we need to be reminded of the internal purposes of assessment: measuring learning for both student and teacher so that instruction can be adjusted and improved. This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn content, but also the multiple avenues to assessment the variety of learning styles demands.
Creative assessment is defined here as assessments that spin, twist, and reform what might be a standard kind of assessment in an ordinary classroom. Instructors should use these examples of creative assessment as starting points, and as the beginnings of an internal discussion on what matters most in the courses they teach: What components of each course count the most for solving a range of problems in the discipline? If facts are important, and they usually are, how can they be used to support a flexible approach to thinking, solving, considering options, and gathering and interpreting evidence? What are the facts not telling us? (From the Publisher)

Table Of Content:
About the Authors
Acknowledgments
Introduction: Why These Assessment Opportunities Make Sense in a World Where Assessment of Factual Knowledge Has Taken Hold (Elizabeth Gayton)

ch. 1 Why Creative Assessment? (Richard J. Mezeske, Barbara A. Mezeske)
ch. 2 Concept Mapping: Assessing Pre-Service Teachers' Understanding and Knowledge (Richard J. Mezeske)
ch. 3 Getting Creative in a Required Course: Variable Grading, Learning Logs, and Authentic Testing (Barbara A. Mezeske)
ch. 4 "From Now on You'll Be History": The Transition from Memorization to Analysis (Janis M. Gibbs)
ch. 5 Resurrecting the Lab Practical (Kathy Winnett-Murray)
ch. 6 Exams as Learning Experiences: One Nutty Idea After Another (Thomas Smith)
ch. 7 Web-Based Instruction and Assessment in a German Culture Course (Lee Forester)
ch. 8 Challenging Students (and the Professor) to Use All of Their Brains: A Semester-Long Exercise in Thinking Styles and Synthesis (Elizabeth A. Trembley)
ch. 9 Demonstrating Synthesis: Technology Assessment Tools for Field Experience Learning (Susan Cherup)
ch. 10 Assessing an Engineering Design Team Project: Build It, and They Will Come (Michael Misovich and Roger Veldman)
ch. 11 Tracking Learning Over Time in Health Care Education Using Clinical Proficiency Transcripts (Richard Ray)
ch. 12 Verbing the Noun: Grammar in Action (Rhoda Janzen)
ch. 13 Hands-On Assessment Can Work for Pre-Service Elementary Teachers (Mary DeYoung)
ch. 14 Building Assignments Within Community: Assessment in the Real World (David B. Schock)

Conclusion: Do Classroom Assessment Techniques Improve Student Learning and Fulfill Larger Assessment Goals? (Scott VanderStoep and Carla Reyes)
Index

Additional Info:
A thorough but accessible bulleted list of items to consider when designing writing assignments, from University of Minnesota’s Center for Writing.

Additional Info:
University of Minnesota’s Writing Center provides this index with definitions, advice, handouts, and resources.

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Full-length videos and video clips can be very useful in teaching. However, it is important to consider ahead of time what you hope your students will learn from the videos.

Additional Info:
This book offers a wealth of thinking about the complex and often contradictory definitions surrounding the concepts of plagiarism and intellectual property. The authors show that plagiarism is not nearly as simple and clear cut a phenomenon as we may think. Contributors offer many definitions and facets of plagiarism and intellectual property, demonstrating that if defining a supposedly "simple" concept is difficult, then applying multiple definitions is even harder, creating practical problems in many realms. This volume exposes the range and breadth of these overlapping and complex issues, reflecting a postmodern sensibility of fragmentation, and clarifies some of the confusion, not by reducing plagiarism to ever-simpler definitions and providing new or better rules to apply, but by complicating the issue, examining what plagiarism and intellectual property are (and are not) in our more or less postmodern world. (From the Publisher)

Table Of Content:
Foreword
Acknowledgments
Introduction

Pt. I Definitions
Legal and Historical Definitions
Copy Wrong: Plagiarism, Process, Property, and the Law (Laurie Stearns)
Originality, Authenticity, Imitation, and Plagiarism: Augustine's Chinese Cousins (C. Jan Swearingen)
Intellectual Property, Authority, and Social Formation: Sociohistorical Perspectives on the Author Function (James Thomas Zebroski)
Competing Notions of Authorship: A Historical Look at Students and Textbooks on Plagiarism and Cheating (Sue Carter Simmons)
Academic Definitions
Whose Words These Are I Think I Know: Plagiarism, the Postmodern, and Faculty Attitudes (Alice M. Roy)
"But I Wasn't Cheating": Plagiarism and Cross-Cultural Mythology (Lisa Buranen)
A Distant Mirror or Through the Looking Glass? Plagiarism and Intellectual Property in Japanese Education (L.M. Dryden)
The New Abolitionism Comes to Plagiarism (Rebecca Moore Howard)
Literary and Theoretical Definitions
The Illusion of Modernist Allusion and the Politics of Postmodern Plagiarism (Kevin J.H. Dettmar)
Poaching and Plagiarizing: Property, Plagiarism, and Feminist Futures (Deborah Halbert)
From Kant to Foucault: What Remains of the Author in Postmodernism (Gilbert Larochelle)
Imperial Plagiarism
Literary Borrowing and Historical Compilation in Medieval China (Robert André LaFleur)

Pt. II Applications
In the Writing Center
Writing Centers and Plagiarism (Irene L Clark)
Writing Centers and Intellectual Property: Are Faculty Members and Students Differently Entitled? (Carol Peterson Haviland and Joan Mullin)
Plagiarism, Rhetorical Theory, and the Writing Center: New Approaches, New Locations (Linda Shamoon and Deborah H. Burns)
In Academic Administration
Confusion and Conflict about Plagiarism in Law Schools and Law Practice (Terri LeClercq)
Student Plagiarism as an Institutional and Social Issue
When Collaboration Becomes Plagiarism: The Administrative Perspective (Edward M. White)
In Instruction and Research
Plagiarism as Metaphor (David Leight
The Ethics of Appropriation in Peer Writing Groups (Candace Spigelman)
The Role of Scholarly Citations in Disciplinary Economies (Shirley K. Rose)
In the Marketplace
Brand Name Use in Creative Writing: Genericide or Language Right? (Shawn M. Clankie)
GenX Occupies the Cultural Commons: Ethical Practices and Perceptions of Fair Use (John Livingston-Webber

Works Cited
Contributors
Index

Additional Info:
A statement on best practices from the council of Writing Program Administrators, covering such issues as: what is plagiarism? why does it occur? what are our shared responsibilities? Provides a concise list of best practices to make plagiarism difficult and unnecessary.

Additional Info:
Journal Issue.

Table Of Content:
Student Evaluation: Neglected Stepchild of Curricular Revision (Donald C. Houts)
Toward a More Genuinely Comprehensive Examination (James C. Logan)
The New Presbyterian System of Evaluation Candidates for Ordination (Lewis A. Briner)
Performance Evaluation in Ministry (Henry Babcock Adams)
Psychological Testing in Evaluation and Guidance of Seminary Students (John B. McConahay)
A Modified Form of the Minnesota Multiphasic Personality Inventory for Religious Personnel (William C. Bier, S.J.)
“Breakdown of Society,” “Opinion Pollster,” and Ministry (James E. Dittes and Carlton D. Blanchard)

Additional Info:
Includes helpful links for students on “safe practices” to avoid plagiarism.

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One-page Teaching Tactic with information on how to get more out of in class quizzes.

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In designing assessments or assignments for a course, instructors often think of exams or term papers, but there are many other types of assessments that may be appropriate for your course.

Additional Info:
When considering how to assess student learning in a course, most instructors would agree that the ideal assessment would be one that not only assesses students’ learning; it also teaches students and improves their skills and understanding of course content.

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This paper presents a critique of a set of teaching strategies known as “contemplative pedagogy.” Using practices such as meditation, attentive listening, and reflective reading, contemplative inquiry focuses on direct first-person experience as an essential means of knowing that has historically been overshadowed and dismissed by an emphasis on analytical reasoning. In this essay, I examine four problematic claims that appear frequently in descriptions of contemplative pedagogy: (1) undergraduate students have a kind of spiritual hunger; (2) pedagogies focused on cognitive skills teach students only what, not how, to think; (3) self-knowledge fosters empathy; and (4) education needs a new epistemology centered on spiritual and emotional, rather than intellectual, experience. I argue that these claims underestimate the diversity of undergraduate students, the complexity of what it means to think and know, the capacity for self-knowledge to become self-absorption, and the dangers of transgressing the boundaries between intellectual, psychological, and religious experiences. [See as well “Response to Kathleen Fisher's ‘Look Before You Leap,’” by Andrew O. Fort and Louis Komjathy, published in this issue of the journal.]

Additional Info:
From Indiana University: Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time. They are measurable and quite often observable. Includes: Writing Effective Learning Outcomes; Sample Learning Outcomes; Using Learning Outcomes within Your Class; References

Additional Info:
This article provides two short responses to Kathleen M. Fisher's essay “Look Before You Leap: Reconsidering Contemplative Pedagogy,” published in this issue of the journal.

Additional Info:
Strategies for teaching writing across the curriculum. Idea Paper no. 25, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
The fruit of the authors’ more than 15 years of using and writing about ePortfolios in general education and disciplinary programs and courses, this book is a comprehensive and practical guide to the use of the ePortfolio as a pedagogy that facilitates the integrative learning that is a central goal of higher education.

Faculty and administrators of programs using ePortfolios can use this guide to help their students work individually on an ePortfolio or as part of a class or program requirement. Readers will discover through examples of student portfolios and targeted exercises how to assist students in making their learning visible to themselves, their peers, their instructors and their future employers.

While interest in ePortfolios has exploded—because they provide an easier and more comprehensive ways to assess student learning than traditional portfolios, and because they have the potential to transformatively develop students’ ability to connect and apply their knowledge—faculty and administrators all too often are disappointed by the lackluster ePortfolios that students submit. Reynolds and Patton demonstrate how systematically embedding practices in the classroom that engage students in integrative learning practices dramatically improves outcomes. The authors describe easy to use and practical strategies for faculty to incorporate integrative ePortfolios in their courses and curricula, and create the scaffolding to develop students’ skills and metacognition.

The book opens by outlining the underlying learning theory and the key concepts of integrative learning and by describing the purpose, structure and implementation of ePortfolios. Subsequent sections cover classroom practices and assignments to help students understand themselves as learners; make connections between course content, their personal lives, and to the curriculum; bridge theory to practice; and consider issues of audience and communication and presentation in developing their portfolios. The book goes on to cover technological issues and assessment, with a particular emphasis on the use of rubrics; and concludes with explicated examples of ePortfolios created in a first-year program, ePortfolios created by graduating students, career-oriented ePortfolios, and lifelong ePortfolios.

For both experienced faculty and administrators, and readers just beginning to use ePortfolios, this book provides a framework and guidance to implement them to their fullest potential. (From the Publisher)

Table Of Content:
Foreword (Terry Rhodes)
Preface
Acknowledgments
Introduction

Part One: Key Concepts
ch. 1 ePortfolios as a Tool for Integrative Learning
ch. 2 Integrating Knowledge: The Crux of an Education
ch. 3 Retooling Your Syllabus and Teaching: Integrating Integrative Learning and ePortfolios Into Your Course

Part Two: Teaching for Integrative Learning
ch. 4 Fostering Reflective Practice
ch. 5 Making Connections or Integrating Knowledge
ch. 6 Making Connections for Lifelong Learning
ch. 7 Communicating Effectively in ePortfolios: A Picture Is Worth a Thousand Words

Part Three: Creating the ePortfolio
ch. 8 Designing an ePortfolio System
ch. 9 Making an ePortfolio Using Free Web-Based Software

Part Four: At the End
ch. 10 Assessment of ePortfolios: Using Rubrics to Assess
ch. 11 Parting Thoughts

References
Index

Additional Info:
A well-organized collection of assessment rubrics for critical thinking and problem-solving. These include instructor assessments and self-assessments. Also valuable for fostering faculty discussion of critical thinking.

Additional Info:
Journal Issue.

Table Of Content:
Evaluative Criteria for Seminary Governing Boards (Warren H. Deem)
Psychological Measurement in Theological Schools (Richard A. Hunt)
The Theological School Inventory: Is It Still Valid? (Sue W. Cardwell)
The MMPI Reconsidered: A Study of the Cart-Horse Problem in the Prediction of Success in the Ministry (John M. Berecz)
Assessing Simulated and Actual Job Performance (Robert J. Menges)
Maturity Appropriate for Advancement to the Theologate (Alfred C. Hughes)
Good News for Seminary Personnel (Jesse H. Ziegler)

Additional Info:
A comparison of traditional ("forced-choice") assessment and authentic (performance-based) assessment. "Teaching to the test" ceases to be a problem when the test involves the performance of meaningful tasks that provide evidence of the understandings desired.

Additional Info:
The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic learning experiences and rigorous, varied assessment strategies. Based on the best ideas of renowned experts in education, this book provides a framework and practical ideas for measuring

• Thinking skills: critical thinking, problem solving, creativity, and metacognition
• Actions: communication, collaboration, digital and technological literacy
• Living skills: citizenship, global understanding, leadership, college and career readiness

Included are numerous rubrics and checklists, a step-by-step model for developing your own classroom assessments, a lesson planning template, and sample completed lesson plans. Assessing 21st Century Skills gives you the tools and strategies you need to prepare students to succeed in a rapidly changing world. (From the Publisher)

Table Of Content:
List of Figures
Preface
Acknowledgments
About the Author

ch. 1 Introduction
ch. 2 A Synthesis of 21st Century Skills
ch. 3 Assessment Fundamentalsv ch. 4 Assessment Strategies
ch. 5 Assessing Thinking Skills
ch. 6 Assessing Actions
ch. 7 Assessing Skills for Living in the World
ch. 8 Multipurpose Assessments
ch. 9 Moving Assessment Into the 21st Century

Appendices
References
Index

Additional Info:
Recommends theoretically grounded and empirically supported strategies to improve the development and assessment of students’ thinking skills – with bibliography. Idea Paper no. 37, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:

Additional Info:
Discusses the strengths and weaknesses of essay tests, and recommends best practices. Idea Paper no. 17, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
Click Here for Book Review
At this time of a renewed call for colleges and universities to create campus cultures that support and develop students’ understanding and commitment to civic participation, what is known about the design of service learning courses and their effectiveness to achieve this goal? This volume presents research on--and deepens understanding of--teaching strategies that foster the knowledge, skills and dispositions of college graduates to be actively engaged in their communities as citizens and civic-minded professionals.

The first section offers an overview of civic learning and the importance of intentional service learning course design to reach civic outcomes. The next section employs various disciplinary perspectives to identify theories and conceptual frameworks for conducting research on student civic outcomes. The third section focuses on research methods and designs to improve research using quantitative and qualitative approaches, cross-institutional research strategies, longitudinal designs, authentic data, and local and national data sets. Chapters also address implications for practice and future research agendas for scholars. (From the Publisher)

Table Of Content:
PART ONE: SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 1 Introduction to Research on Service Learning and Student Civic Outcomes (Julie A. Hatcher, Robert G. Bringle, and Thomas W. Hahn)
ch. 2 Civic Outcomes in Higher Education (Kevin M. Hemer and Robert D. Reason)
ch. 3 Civic Learning in Higher Education (Patti H. Clayton and Stephanie Stokamer)

PART TWO: THEORETICAL FRAMEWORKS FOR RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 4 Social Psychology and Civic Outcomes (Robert G. Bringle)
ch. 5 Political Theory and Civic Outcomes (Steven G. Jones)
ch. 6 Educational Theory and Civic Outcomes (Marcia Baxter-Magolda and Lisa Boes)
ch. 7 Philanthropic Studies and Civic Outcomes (Julie A. Hatcher)
ch. 8 Well-being and Civic Outcomes (Claire Berezowitz, Alisa Pykett, Victoria Faust, and Connie Flanagan)
ch. 9 Critical Theories and Civic Outcomes (Tania D. Mitchell and Colleen Rost-Banik)
ch. 10 Boundary Zone Perspectives and Civic Outcomes (Janice McMillan)

PART THREE: CONDUCTING RESEARCH ON SERVICE LEARNING AND STUDENT CIVIC OUTCOMES
ch. 11 Quantitative Research on Service Learning and Civic Outcomes (Dan Richard)
ch. 12 Qualitative Research on Service Learning and Civic Outcomes (Susan R. Jones and Zak Foste)
ch. 13 Cross- institutional Research on Civic Outcomes (Emily M. Janke and Jennifer M. Domagal-Goldman)
ch. 14 Longitudinal Research on Civic Outcomes (Patrick L. Hill, Kira Pasquesi, Nicholas A. Bowman, and Jay W. Brandenberger)
ch. 15 Documenting and Gathering Authentic Evidence of Civic Outcomes (Ashley Finley and Terrel Rhodes)
ch. 16 Enhancing Research on Civic Outcomes Using Local and National Data Sets (Steven S. Graunke and Michele J. Hansen)

Additional Info:
"This guide is primarily for the Master of Divinity degree program ... and the M.Div. concentrations"--P. 1.

Table Of Content:
Introduction

ch. 1 A Quick Start Guide to Designing Your Course
ch. 2 Constructivist Teaching and Learning
ch. 3 Teaching for Understanding
ch. 4 Designing Your Course for Understanding
ch. 5 Using Learning Objectives to Design Your Course
ch. 6 Organizing Your Course
ch. 7 Assessing Student Learning

Appendices

Additional Info:
The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making. (From the Publisher)

Table Of Content:
About the Author
Foreword
Preface
Acknowledgments
Introduction

Part One: Understanding Assessment
ch. 1 What Is Assessment?
ch. 2 How Can Student Learning Be Assessed?
ch. 3 What Is Good Assessment?

Part Two: Planning For Assessment Success
ch. 4 Why Are You Assessing Student Learning?
ch. 5 The Keys to a Culture of Assessment: Tangible Value and Respect
ch. 6 Supporting Assessment Efforts with Time, Infrastructure, and Resources
ch. 7 Organizing an Assessment Process
ch. 8 Developing Learning Goals

Part Three: The Assessment Toolbox
ch. 9 Using a Scoring Guide or Rubric to Plan and Evaluate an Assignment
ch. 10 Creating an Effective Assignment
ch. 11 Writing a Traditional Test
ch. 12 Assessing Values, Attitudes, Dispositions, and Habits of Mind
ch. 13 Assembling Assessment Information into Portfolios
ch. 14 Selecting a Published Test or Survey

Part Four: Understanding and Using Assessment Results
ch. 15 Setting Benchmarks or Standards
ch. 16 Summarizing and Analyzing Assessment Results
ch. 17 Sharing Assessment Results with Internal and External Audiences
ch. 18 Using Assessment Results Effectively and Appropriately
ch. 19 Keeping the Momentum Going

References
Recommended Readings
Assessment Resources
Index

Additional Info:
The use of digital technology to capture evidence of learning has been an area of rapid development recently, both in terms of the devices (such as smartphones and tablet computers) and the range of e-portfolios that has become available. Such a rapid pace of change is a major challenge to established practice in assessing learning, which can be daunting for tutors and assessors, even those who have sought to embrace technology in their practice.

This book provides lots of straightforward, practical advice on how to use digital technology confidently and effectively to gather, store and report evidence of learning. It will be highly valuable to any adult learning practitioner or manager involved in collecting evidence either for accredited programmes (such as apprenticeships) or for non-accredited programmes. Terry Loane explains how to use both the latest hardware and online systems such as e-portfolios. He also describes how technology is now helping adult educators to move away from the ‘tick-box culture’ towards broader and more holistic methods of recording learners’ achievements. (From the Publisher)

Table Of Content:
Author’s introductory Notes

ch. 1 A Revolution Whose Time Has Come
ch. 2 What Do We Mean By Assessing?
ch. 3 Different Types of Evidence and How To Gather It
ch. 4 The Digital Toolkit
ch. 5 E-portfolios
ch. 6 Three Important Issues: Confidentiality, Authenticity and Motivation
ch. 7 Beyond the Ticked Box

Glossary
References

Additional Info:
Journal Issue.

Table Of Content:
A Theological Evaluation of Evaluations: The Evangelicals (Bill J. Leonard)
Measuring-Up for Ministry in the Roman Catholic Tradition (James A. Coriden)
A Theological Analysis of Evaluation within Protestantism (Grayson L. Tucker, Jr.)
The Evaluation of People in Theological Schools (Daniel O. Aleshire)
Program Evaluation: Some Practical Guidelines (Barbara G. Wheeler)

Additional Info:
Today's students are tomorrow's leaders, and the college years are a critical period for their development of ethical standards. Cheating in College explores how and why students cheat and what policies, practices, and participation may be useful in promoting academic integrity and reducing cheating.

The authors investigate trends over time, including internet-based cheating. They consider personal and situational explanations, such as the culture of groups in which dishonesty is more common (such as business majors) and social settings that support cheating (such as fraternities and sororities).

Faculty and administrators are increasing their efforts to promote academic honesty among students. Orientation and training sessions, information on college and university websites, student handbooks that describe codes of conduct, honor codes, and course syllabi all define cheating and establish the consequences.

Based on the authors' multiyear, multisite surveys, Cheating in College quantifies and analyzes student cheating to demonstrate why academic integrity is important and to describe the cultural efforts that are effective in restoring it. (From the Publisher)

Table Of Content:
ch. 1 A Journey and a Commitment to Action
ch. 2 Where to Begin: Academic Dishonesty among High School Students
ch. 3 Prevalence, Types, and Methods of Cheating in College
ch. 4 Individual Student Characteristics That Influence Cheating
ch. 5 Institutional Factors That Influence Academic Integrity: The Role of Honor Codes
ch. 6 Institutional Factors That Influence Academic Integrity: Other Contextual Influences
ch. 7 The Faculty Role in Creating a Strong Environment of Academic Integrity
ch. 8 Academic Integrity in Business and Professional Schools
ch. 9 Creating a Culture of Integrity: Practical Advice for Faculty and Administrators

References
Index

Additional Info:
Every semester, colleges and universities ask students to complete innumerable course and teaching evaluation questionnaires to evaluate the learning and teaching in courses they have taken. For many universities it is a requirement that all courses be evaluated every semester. The laudable rationale is that the feedback provided will enable instructors to improve their teaching and the curriculum, thus enhancing the quality of student learning.

In spite of this there is little evidence that it does improve the quality of teaching and learning. Ratings only improve if the instruments and the presentation of results are sufficiently diagnostic to identify potential improvements and there is effective counselling. Evaluating Teaching and Learning explains how evaluation can be more effective in enhancing the quality of teaching and learning and introduces broader and more diverse forms of evaluation.

This guide explains how to develop questionnaires and protocols which are valid, reliabile and diagnostic. It also contains proven instruments that have undergone appropriate testing procedures, together with a substantial item bank. The book looks at the specific national frameworks for the evaluation of teaching in use in the USA, UK and Australia.

It caters for diverse methodologies, both quantitative and qualitative and offers solutions that allow evaluation at a wide range of levels: from classrooms to programmes to departments and entire institutions. With detail on all aspects of the main evaluation techniques and instruments, the authors show how effective evaluation can make use of a variety of approaches and combine them into an effective project.

With a companion website which has listings of the questionnaires and item bank, this book will be of interest to those concerned with organising and conducting evaluation in a college, university, faculty or department. It will also appeal to those engaged in the scholarship of teaching and learning. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Evaluation Principles
ch. 2 Questionnaire design
ch. 3 Questionnaires
ch. 4 Item Bank
ch. 5 Collecting and Processing Questionnaire Data
ch. 6 Collection of Qualitative Data
ch. 7 Analysis of Qualitative Data
ch. 8 Observation
ch. 9 Use of Assessment for Evaluation
ch. 10 Using Evaluation Data for the Scholarship of Teaching
ch. 11 International Perspectives on Teaching Evaluation
ch. 12 Institutional Use of Teaching Evaluation Data
ch. 13 Conclusion

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Argues that if teachers wish to see greater recognition and reward attached to teaching they must change the status of teaching from private to community property. Need to reconnect teaching to the disciplines; The problem with student evaluation forms that are identical across the disciplines; More.

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This page links to a Word document with a rubric to guide students when peer-reviewing each other’s written work.

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 An overview of using peer review in the classroom, including: planning for peer review, helping students make effective comments, helping students handle divergent advice, sample worksheet and additional information.

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A wealth of resources and interconnected websites suggesting ways to prepare students for peer review. Includes sample forms and grading grids.

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Over 40 short (4-6 page) essays by leading faculty development and learning experts. Many are tied to specific items in their Student Ratings of Instruction system. The IDEA Center (Individual Development & Educational Assessment)) is a non-profit founded by Kansas State University.

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Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a broader range of perspectives on and entry points for learning and behavior change engaging cognition, embodiment, aesthetics, emotions, and ethics (see Mezirow 1991 and Figures 1 and 2). The open-inquiry, multi-modal nature of transformative learning defies most traditional assessment strategies. This article demonstrates that grounded theory offers the rigorous qualitative analysis needed to document and track transformative learning outcomes in practice. By applying a grounded theory approach to data from over eighty student portfolios across several iterations of a Religion and Ecology course at Emory University, this article demonstrates a successful and replicable assessment of transformative learning pedagogies.

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This book is based on the argument that detailed and developmental formative feedback is the single most useful thing teachers can do for students. It helps to clarify the expectations of higher education and assist all students to achieve their potential.

This book promotes student learning through formative assessment and feedback, which:

* enables self-assessment and reflection in learning
* encourages teacher-student dialogue
* helps clarify what is good performance
* provides students with quality information to help improve their learning
* encourages motivation and self-confidence in students
* aids the teacher in shaping teaching

Underpinned by the relevant theory, the practical advice and examples in this book directly address the issues of how to motivate students to engage in formative assessment effectively and shows teachers how they can provide further useful formative feedback. (From the Publisher)

Table Of Content:
ch. 1 Introduction
ch. 2 Student Learning Environment
ch. 3 Principles of Formative Assessment and Feedback
ch. 4 Using Formative Assessment and Formative Feedback in Learning and Teaching
ch. 5 Formative Feedback and Reflective Learning
ch. 6 Types of Formative Assessment and Feedback
ch. 7 Making Use of ICTs for Formative Feedback
ch. 8 Benefits of Formative Feedback for Academic Staff
ch. 9 Conclusions

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RubiStar is an online generator of assessment rubrics for student projects of all kinds: writing, oral, reading, multimedia, etc.

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Student assignments and assessment – is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that called upon student creativity in a "Women and the Bible" course are described, and pedagogical and practical considerations explored. The analysis of a particularly memorable student submission reveals layers of complexity seldom achieved in a conventional essay format.

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One page Teaching Tactic: individual oral exams during office hours in place of the first high stakes exam, helps encourage student engagement and diagnose learning problems.

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What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre- and post-preaching feedback and incorporates professor- and student-crafted rubrics.

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This is a mobile app that allows the professor to award points "on the go" using their smartphone. Obviously aimed at K-12 teachers, but useful as well in higher education.

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Allows students or groups create their own graphic novel.

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This article reports on a practitioner action research project focused on developing, trialing, and reflecting upon a continuous and formative-assessment plan for a foundational New Testament survey course. Three pedagogical convictions are discussed and drive the design of the assessment. Seven to nine assessment items (depending on level of study) based on course learning outcomes and informed by Bloom's taxonomy of learning, were developed and implemented. Students provided feedback on the assessment through an anonymous online survey. The results demonstrate that students preferred continuous assessment to an exam and major essay, and that they better achieved the course learning outcomes. In conclusion, this style of assessment is effective in driving and assessing student learning and so provides a basis for further action reflection.

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A book excerpt discussing the development and use of electronic learning portfolios, including pros and cons, best practices, and lots of resources for further reading.

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One page Teaching Tactic: scaffolds progressively more nuanced student understanding of difficult religious studies theory.

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Assessment Clear and Simple is "Assessment 101" in a book -- a concise, step-by-step guide written for everyone who participates in the assessment process. This practical book helps to make assessment simple, cost-efficient, and useful to the institution, while at the same time meeting the requirements of accreditation agencies, legislatures, review boards, and others. Assessment Clear and Simple can help your institution employ assessment as a powerful instrument for improvement and provide a basis for wiser planning, budgeting, and change in curriculum, pedagogy, staffing, programming, and student support. (From the Publisher)

Table Of Content:
Foreword
About the Author
ch. 1 For Everyone: The Basics of Assessment
ch. 2 For Institution-Wide Planners
ch. 3 For Departments and Programs
ch. 4 For General Education
App. A Sample Rubrics for Evaluating Student Classroom Work
App. B Guidelines for Program Review of Departments, Incorporating Assessment
App. C Guidelines for the Evaluations of Teaching, Incorporating Assessment of Learning
App. D Sample Analysis of Audiences and Purposes for Assessment
App. E Institution-Wide Data to Assess Institution-Wide Goals
App. F Departmental Assessment Reports
App. G Matrix for Analyzing Professional Accreditation
App. H Matrix for Analyzing Institution-Wide Departmental Assessment Information
App. I Analysis of Assessment in Institution, Departments, and General Education
App. J Departmental Learning Goals
App. K Identifying Classroom Assessment in the Department
App. L Sample General Education Assessment Matrix
Resources: A Short List
References
Index

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How can the average educator who teaches online, without experience in evaluating emerging technologies, build on what is successful and modify what is not?

Written for educators who feel ill-prepared when required to evaluate e-learning initiatives, Evaluating e-Learning offers step-by-step guidance for conducting an evaluation plan of e-learning technologies. It builds on and adapts familiar research methodology to offer a robust and accessible approach to effectively evaluate a range of innovative initiatives, including those covered in other books in the connecting with e-learning series.

This useful guide offers a multi-level approach that allows both beginners and experienced professionals to follow the level of text that suits their current needs. Practical applications discussed include:

• how to develop broad evaluation questions
• how to use an evaluation framework
• how to determine the sources of data to be used
• how to develop an evaluation matrix
• how to collect, analyze and interpret the data.

Readers will find this jargon-free guide is a must-have resource that provides the proper tools for evaluating their own e-learning practices with ease. (From the Publisher)

Table Of Content:
Contents
Preface

I. Setting the Scene
ch. 1 E-learning, learning and evaluation
ch. 2 Evaluation as part of a teacher’s role

II. Theory
ch. 3 The Learning Environment, Learning Processes and Learning Outcomes (LEPO) Framework
ch. 4 What is meant by educational evaluation and research?
ch. 5 Research paradigms and methodologies
ch. 6 Evaluation-research approaches suitable for e-learning
ch. 7 The process of carrying out evaluation research
ch. 8 Evaluation research across the e-learning lifecycle
ch. 9 Conducting an Evaluation-research Study
ch. 10 Project-management Evaluation
ch. 11 Using evaluation-research results: An overview of impact issues beyond the confines of a single project

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Changes in instructional paradigms are leading to changes in the way student achievement is tested, including group testing, online testing and authentic testing. This issue discusses the theory and practice of these new forms of testing and offers practical suggestions for instructors considering their use. (From the Publisher)

Table Of Content:
ch. 1 Introduction: Faculty and student classroom improprieties (John M. Braxton, Alan E. Bayer)
ch. 2 Sociological explanations for faculty and student classroom incivilities (Nathaniel J. Bray, Marietta Del Favero)
ch. 3 Dynamics of gender, ethnicity, and race in understanding classroom incivility (Mia Alexander-Snow)
ch. 4 Incidence and student response to faculty teaching norm violations (John M. Braxton, Melinda Rogers Mann)
ch. 5 The influence of teaching norm violations on the welfare of students as clients of college teaching (John M. Braxton, Alan E. Bayer, James A. Noseworthy)
ch. 6 Toward a code of conduct for undergraduate teaching (John M. Braxton, Alan E. Bayer)
ch. 7 Student norms of classroom decorum (Timothy C. Caboni, Amy S. Hirschy, Jane R. Best)
ch. 8 Effects of student classroom incivilities on students (Amy S. Hirschy, John M. Braxton)
ch. 9 Promulgating statements of student rights and responsibilities (Alan E. Bayer)
ch. 10 Conclusions and recommendations: Avenues for addressing teaching and learning improprieties (Alan E. Bayer, John M. Braxton)
Appendix: Description of research methods and analyses

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Classroom Assessment Techniques (CATs) offer immediate, relevant feedback to professors on the teaching process as well as feedback to students on the learning process. While Classroom Assessment Techniques have been introduced, studied and analyzed in undergraduate education, application to graduate theological education has not been advanced. The author describes a recent research project that discerned faculty attitudes toward the implementation of Classroom Assessment Techniques in a seminary setting in hopes that more effective faculty development programs can be designed by implementing CATs.

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Journal Issue. Full text is available online.

Table Of Content:
Vocation in a New Key: Spiritual Formation and the Assessment of Learning (Mary Kay Oosdyke)
Speaking Assessment in the Local Vernacular (Linda Lee Clader)
Leclerq among the Blue Devils: Assessing Theological Learning in the Modern University (Willie James Jennings)
Progressing Towards Ministry: Student Perceptions of the Dispositional Evaluation Process at Emmanuel School of Religion (Jack Holland)
Preparing Leaders for Mission: The Experience of Assessment at Luther Seminary (James L. Boyce and Richard W. Nysse)
Practicing Assessment/Resisting Assessment (Robert A. Cathey)
Preaching, Proclamation, and Pedagogy: An Experiment in Integrated Assessment (Elaine Park)
Moving the Mission Statement into the Classroom (Jo-Ann Badley)
Evaluation Rubrics: Weaving a Coherent Fabric of Assessment (Stephen Graham, Kimberly Sangster, and Yasuyuki Kamata)
Toward an Integrated Model of Assessment (Dennis H. Dirks)
Profiles of Ministry: History and Current Research (Francis A. Lonsway)
Imagining Faith: The Biblical Imagination in Theory and Practice (Mary Karita Ivancic)

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This website is a rich repository of resources to support the design model advocated in the book "Understanding by Design" (Grant Wiggins and Jay McTighe, 1998), particularly around backwards design for effective "outputs."

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Synthesizing the best current thinking about learning, course design, and promoting student achievement, this is a guide to developing college instruction that has clear purpose, is well integrated into the curriculum, and improves student learning in predictable and measurable ways.

The process involves developing a transparent course blueprint, focused on a limited number of key concepts and ideas, related tasks, and corresponding performance criteria; as well as on frequent practice opportunities, and early identification of potential learning barriers.

Idea-based Learning takes as its point of departure the big conceptual ideas of a discipline that give structure and unity to a course and even to the curriculum, as opposed to a focus on content that can lead to teaching sequences of loosely-related topics; and aligns with notions of student-centered and outcomes-based learning environments.

Adopting a backwards design model, it begins with three parallel processes: first, identifying the material that is crucial for conceptual understanding; second, articulating a clear rationale for how to choose learning outcomes based on student needs and intellectual readiness; and finally, aligning the learning outcomes with the instructional requirements of the authentic performance tasks.

The resulting syllabi ensure cohesion between sections of the same course as well as between courses within a whole curriculum, assuring the progressive development of students’ skills and knowledge.

Key elements of IBL include:
* Helping students see the big picture
* Building courses around one or more authentic performance tasks that illuminate the core concepts of the discipline
* Clearly identifying performance criteria for all tasks
* Incorporating practice in the competencies that are deemed important for students’ success
* By placing the onus of learning on the student, liberating faculty to take on the role of learning coaches
* Designing tasks that help students unlearn simplistic ideas and replace them with improved understandings

Edmund Hansen expertly guides the reader through the steps of the process, providing examples along the way, and concluding with a sample course design document and syllabus that illustrate the principles he propounds. (From the Publisher)

Table Of Content:
List of Figures
Acknowledgments

ch. 1 Practical Benefits of Course Design
Faculty stressors in teaching
Benefits from idea-based course design

ch. 2 Backward Design
Traditional course design
Critique of the traditional design
The Backward Design Model
The importance of course design

ch. 3 Learning Outcomes
Problems with (conceptualizing) Learning Outcomes
Identifying Big Ideas
Deriving Enduring Understandings
Determining Learning Outcomes

ch. 4 Critical Thinking
Significance of critical thinking
Lay definitions of critical thinking
The confusing state of the critical thinking literature
Need for teaching critical thinking
Barrier 1: Human development
Barrier 2: Habits of mind
Barrier 3: Misconceptions
Barrier 4: Complex reasoning
Conclusion

ch. 5 Content, Part 1: Guiding Questions and Concepts
Topics
Two parts of course content
Essential Questions
Guiding concepts
Course content and critical thinking

ch. 6 Assessment, Part 1: Educative Assessment
Assessment for grading
Assessment for learning
A continuum of assessments
Assessment as coaching
Principles of assessing for understanding

ch. 7 Assessment, Part 2: Rubrics
Examples of assignments lacking clear criteria
The main parts of a rubric
Sample rubric: Critical Thinking
Common misunderstandings about rubrics
The triple function of rubrics for:

ch. 8 Content, Part 2: Learning Experiences
Examples of poor assignments
Authentic performance tasks
Assignment-centered instruction
Assignment-related competencies
Building-block designs
Principles for designing effective learning experiences

ch. 9 Course Design Document
Why create course design documents?
Elements of the course design document
Sample Design Document: Psychology 624 - Theories of Motivation
Summary of course design features and benefits
Translating the Course Design Document into a Syllabus

ch. 10 Implementing Course Design with Online Technology
Key characteristics of online teaching
Course design elements enhanced by online technology
Conclusion

References
Appendix
Syllabus for Theories of Motivation course

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Short accessbile overview, with several ideas to try.

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Papers, projects, and presentations are excellent opportunities for students to demonstrate their learning and investment in a course.

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Surveyed preservice teachers, following their final portfolio conference, to determine their views on the efficacy of using portfolio evaluation. The portfolio process helped students gain self-confidence, better relationships with instructors, organizational skills, professional attitudes, job interviewing skills, knowledge about teaching, and a knowledge base for teaching. Students expressed concerns about various aspects of portfolio evaluations.

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This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that there is a general upward trend in grading, whether grade inflation (if it exists) is a problem, which ethical considerations are relevant to grading, and whether heavy reliance on anonymous student evaluations of teaching excellence has a distorting effect on grading practices. Finally, the contributors offer contrasting perspectives on the prospects for reform.

"As state and federal agencies begin to talk about accountability for universities, the topic of grade inflation could become even more politicized. This timely book addresses a topic of significant public interest and does it well. The fact that the contributors disagree, take different approaches, and address different aspects of grade inflation is a virtue." - Kenneth A. Strike, author of Ethical Leadership in Schools: Creating Community in an Environment of Accountability

"This book encourages academic communities to engage in constructive debate over their professional responsibilities as evaluators of student academic work. Its greatest strength is that it presents disparate perspectives on the complex topics of grading and grade inflation. The contributors are in a real sense engaged in a discussion on the subject, which makes the book refreshing and intellectually stimulating." - Matthew Hartley, University of Pennsylvania

Contributors include CliffordAdelman, David T. Beito, Mary Biggs, Harry Brighouse, Lester H. Hunt, Richard Kamber, Alfie Kohn, Charles W. Nuckolls, Francis K. Schrag, and John D. Wiley.
(From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

ch. 1 The Dangerous Myth of Grade Inflation (Alfie Kohn)
ch. 2 Undergraduate Grades: A More Complex Story Than "Inflation" (Clifford Adelman)
ch. 3 Understanding Grade Inflation (Richard Kamber)
ch. 4 Grade Inflation and Grade Variation: What's All the Fuss About? (Harry Brighouse)
ch. 5 From Here to Equality: Grading Policies for Egalitarians (Francis K. Schrag)
ch. 6 Grade "Inflation" and the Professionalism of the Professoriate (Mary Biggs)
ch. 7 Fissures in the Foundation: Why Grade Conflation Could Happen (Mary Biggs)
ch. 8 Grading Teachers: Academic Standards and Student Evaluations (Lester H. Hunt)
ch. 9 Combating Grade Inflation: Obstacles and Opportunities (Richard Kamber)
ch. 10 Grade Distortion, Bureaucracy, and Obfuscation at the University of Alabama (David T. Beito and Charles W. Nuckolls)

Afterword: Focusing on the Big Picture (Lester H. Hunt)
List of Contributors
Index

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In this essay, I explore an exam format that pairs multiple-choice questions with required rationales. In a space adjacent to each multiple-choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also engages students in the methods of the academic study of religion by asking them to compare familiar excerpts and images. As a form of assessment, the exam provides a record of students' knowledge and their thought processes, and as a learning strategy, it encourages students to examine the thought processes they use to understand religion(s) and its many manifestations.

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For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing.

Portfolio Development and the Assessment of Prior Learning: Perspectives, Models, and Practices provides a primer of flexible approaches to shaping and conducting portfolio-development courses. It offers practitioners in the field an extensive range of model assignments, readings, and classroom activities, each organized around a specific theme: Academic Orientation, The Meaning of Education, Personal Exploration, Learning from the Outsider Within, The World of Work and Careers, and Dimensions of Expertise. Twelve case studies by practitioners in the field then show how academics in the US and around the English-speaking world have adapted the portfolio to changing circumstances in order to deliver academically rich educational services for adults. These case studies highlight portfolio development in the context of web-based instruction, changing institutional imperatives, service to historically disenfranchised groups, partnerships with industry, and cross-institutional cooperation.

In addition to serving as a valuable hands-on resource for practitioners, Portfolio Development and the Assessment of Prior Learning locates portfolios and assessment in a broad social and intellectual context. Thus, the authors also offer an historical overview of the usefulness of portfolios in the assessment of prior learning and then consider their use inthe future, given current trends in higher education for adults. The book explores the implications of a changing educational landscape, in which new student populations, budgetary pressures, and understandings of knowledge both enrich and challenge student-centered approaches such as portfolios.

The approaches and case studies are not only valuable to adult educators but, equally, to faculty in higher education concerned with the development of competency- and outcomes-based assessment. (From the Publisher)

Table Of Content:
ch. 1 Introduction : portfolio development in historic context
ch. 2 Approaches to portfolio development
Resources for portfolio development for chapter 2
ch. 3 Model studies in portfolio development : an introduction

Model 1 The offspring of doing : framing experience at Alverno College
Model 2 Learning from our experience : portfolio development at Sinclair Community College
Model 3 Love talk : educational planning at Empire State College, State University of New York
Model 4 I am a writer : writing from life at the Evergreen State College
Model 5 The wholeness of life : a Native North American approach to portfolio development at First Nations Technical Institute
Model 6 Cracking the code : the assessment of prior experiential learning at London Metropolitan University
Model 7 Building on the past, moving toward the future : prior learning assessment in a changing institution at Metropolitan State University
Model 8 All of who we are : foundations of learning at The School for New Learning, Depaul University
Model 9 Delineations on the Web : computer-mediated portfolio development at the University of Maryland University College
Model 10 Corporatizing knowledge : work-based learning at the University of Technology, Sydney
Model 11 After apartheid : the recognition of prior learning at the College of Education, University of the Witwatersrand
Model 12 The components of learning : statewide assessment of prior learning at the Vermont State Colleges

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This article employs George Lakoff and Mark Johnson's work on metaphor (1980) to examine the current use of the term “learning outcomes” within higher education. It argues that “learning outcomes” is an ontological metaphor (education becomes focused on results that one can understand and measure) that resonates with contemporary academic capitalism. Yet because metaphors highlight some things and conceal others, thinking about teaching and disciplines using “learning outcomes” hides other dimensions of academic capitalism and obscures unquantifiable and highly complex aspects of education. Finally, the article explores ways in which an emphasis upon outcomes has consequences for the field of Religious Studies.

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Easy way to create surveys. Use for personalized midterm evaluations.

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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)

Table Of Content:
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)

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Teaching tip for the 1st day of class: how to assess what your students already know on the topic, and what to do with that information.

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After laying a theoretical basis for an active learning orientation in the classroom, the co-authors describe methods they developed to evaluate active learning in two different settings of introductory courses in biblical studies. They argue that honoring diverse learning and communication styles among students does not need to compromise academic rigor. The authors show how portfolio-based assessment of student learning allows students a range of ways to demonstrate their mastery of the material. Examples are provided of components of student portfolios from their undergraduate classes.

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A unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. The instrument is the product of extensive development, testing, and refinement with a broad range of institutions, faculty, and students across the country. The National Science Foundation has provided support for many of these activities.

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An essential lifelong skill for students is to think about their learning, or be metacognitive about it. Karen M. Kortz, Ph.D., shares three activities that help students practice this important skill.

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This tip suggests ways to both promote academic inteagrity and help those struggling to avoid cheating in the wake of 21st century attitudes more accepting of cheating and technologies that can facilitate it.

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Students who say that they did not complete assigned readings suggested three ways that instructors might increase their motivation to complete the reading assignment.

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Video. Extended video presentations, from the Merlot Elixer Initiative, illustrating exemplary practices for developing students understanding, attitudes and capabilities for academic integrity.

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Argues for a new system of credentials in place of university degree programs, focused on education for job skill acquisition and professional development.

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This report explores the connection between the process of writing and the process of grading. It also explains how to construct effective writing assignments, resolve issues of fairness and professional judgment, include students in the process of assessment, and provide effective feedback to students as they revise their writing. Speck synthesizes the best practices in teaching and learning to help faculty and part-time instructors envision grading as a process, not a product. (From the Publisher)

Table Of Content:
Overview
Why is it Important to Integrate Grading into the Writing Process?
Why do Professors Need to Construct Effective Writing Assignments?
How Can Professors Ensure That Their Professional Judgments Are Fair?
How Can Professors Use Their Authority To Promote Students' Learning
How Can the Professors Help Students to Learn How to Respond Effectively in Writing?
What Support is Available to Help Professors Effectively Grade Student's Writing?

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Not all students in a class will master material at the same rate. This post discusses techniques for verifying that your class is prepared to learn new concepts, as well as ideas for helping those who fall behind.

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This post offers ideas for different types of final exams and instructions for implementing them effectively. Try using one that fits your course and your students.

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Assessments are a necessary part of gaining knowledge, and they can help point students toward more learning in the future. Learn how to create inspiring assessments that do just that.

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A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.

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One page Teaching Tactic: building review into a lecture.

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This paper explores the relationship between assessment and ethical value. It starts by reflecting on the traditional assessment convention that distinguishes strongly between process (the ways in which a student constructs a piece of work) and conclusion. The paper then examines three case studies from Holocaust studies, feminist theology, and Providence. The argument of the paper is that these three case studies illustrate that imparting certain values is part of the teaching process, and therefore it should not be excluded from assessment.

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Bill Timpson presents his conception of metateaching. As metacognition is the idea of thinking about thinking, metateaching is the idea of thinking about teaching. Your mind will be infused with new, innovative — yet practical — ways to think about your classroom after reading this book.
You will learn about the Instructional Map, a systematic tool to help you organize your classes and visualize the direction, components, and impact of different aspects of teaching. Ideas from the fields of cartography and orienteering will give you a fresh angle from which to view your teaching practice. (From the Publisher)

Table Of Content:
Passages and Pathfinders
Introduction

ch. 1: Of Story and Journey, Map, and Place
ch. 2: The Essence of Maps
ch. 3: Metacognition and Metateaching
ch. 4: The Instructional Map Explained
ch. 5: Using the Instructional Map
ch. 6: Observations, Presentations. and Student Reflections
ch. 7: The Instructional Map and Various Instructional Approaches

References

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Nearly a hundred or more citations on the issue of students and plagiarism, especially with international students, compiled by Rebecca Moore Howard, Professor of Writing and Rhetoric at Syracuse University, and specialist in "authorship studies."

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Click Here for Book Review
Abstract: Service-learning in higher education combines students' academic coursework with their voluntary work, enhancing students' learning and benefiting the community. The key to unlocking the connections between the theory and practice of service-learning is critical reflection, which is examined in this book along with students' academic reflective writing and assessment. The power and dynamics of service-learning are explored through the construction of a theoretical paradigm and the assertion that it can be extended further to critical pedagogy. Critical Perspectives of Service-Learning in Higher Education takes a refreshingly critical and innovative look at service-learning, employing theoretical and empirical work to shed new light on this approach to education. (From the Publisher)

Table Of Content:
Acknowledgements

ch. 1 Introduction
ch. 2 Contextualising Service-Learning
ch. 3 A Theoretical Paradigm for Service-Learning
ch. 4 Service-Learning as a Critical Pedagogy
ch. 5 Critical Reflection
ch. 6 Academic Writing in Service-Learning
ch. 7 Reflections in and on Assessment
ch. 8 Conclusion

References
Index

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Grading systems matter more to the teaching and learning enterprise than many teachers may realize, as demonstrated in the author's experience of adopting a new one. Different systems emphasize different values such as excellence vs. perfection, achievement vs. talent, and second chances vs. partial credit. The author relates her experiment with specifications grading, an outcome‐based, pass/fail, rubric‐based, and contractual grading system, and demonstrates its promise. She then addresses three questions her experiment raised: Should I grade at all and if so, toward what end? Exactly what am I grading when I grade? and Is there any way to lessen the sting of failure?

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One page Teaching Tactic: describes a scaffolded semester-long design encouraging student self-assessment of their work.

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Grab those paddles. Charge 300. Clear! "Ouch!" Now how do you feel? "Great!"

Humor can be used as a systematic teaching or assessment tool in your classroom and course Web site. It can shock students to attention and bring deadly, boring course content to life. Since some students have the attention span of goat cheese, we need to find creative online and offline techniques to hook them, engage their emotions, and focus their minds and eyeballs on learning.

This book offers numerous techniques on how to effectively use humor in lectures and in-class activities, printed materials, course Web sites and course tests and exams.

These techniques can convert any course into an adult version of Sesame Street. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

Part I Teaching
ch. 1 Creating Humor to Hook Your Students
ch. 2 The Active Ingredients in Humor and Laughter
ch. 3 Lights, Camera, Active Learning!
ch. 4 www.hilariouscourse.yeahright

Part II Assessment
ch. 5 Assessment is Like a box of Chocolates ...
ch. 6 Do-It-Yourself Test Construction
ch. 7 Detecting Flaws in This Old Test
ch. 8 Injecting Jest into Your Test

Conclusions
References
Index

Additional Info:
One page Teaching Tactic: a test-prep strategy in which students prepare a 30 second "elevator speech" in the character of one of the course's major thinkers, that they then present to each other in pairs and have to determine each other's characters.

Additional Info:
One page Teaching Tactic: structure, prompts, and evaluation rubric for final summative exams conducted orally with individual students.

Additional Info:
Click Here for Book Review
As more postsecondary faculty become engaged in designing online learning environments, research conducted on distance education program quality becomes increasingly important. Measurements in Distance Education is a concise, well-organized guide to some of the many instruments, scales, and methods that have been created to assess distance education environments, learners, and teachers. Entries are organized according to the qualities these measures attempt to gauge—such as engagement and information retention—and provide summaries of each instrument, usage information, the history of its development, and validation, including any reported psychometric properties. Offering more than 50 different surveys, tests, and other metrics, this book is an essential reference for anyone interested in understanding distance education assessment. (From the Publisher)

Table Of Content:
Introduction

Understanding Validity and Reliability

Ch 1. Engagement and Satisfaction

Ch 2. Student Readiness to Learn Online and Self-Efficacy

Ch 3. Evaluation of the Distance Education Teaching and Learning Environment

Ch 4. Student Learning and Behaviors

Ch 5. Student Achievement, Retention, and Attrition

Index of Full Text Measures

Index

Additional Info:
Click Here for Book Review
Abstract: In Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include:

- Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection.
- Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas.
- Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking.
- Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions.

The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts. (From the Publisher)

Table Of Content:
ch. 1 A Developmental Approach to Feedback
ch. 2 What Do We Know About Effective Feedback?
ch. 3 Theoretical Foundations of Feedback for Growth
ch. 4 How Do Different Ways of Knowing Influence
How We Receive Feedback?
ch. 5 How Do Different Ways of Knowing Influence
How We Give Feedback?
ch. 6 Building a Culture of Feedback and Trust
ch. 7 Framing Constructive and Inquiry-Oriented Feedback
ch. 8 Giving Feedback in the Moment
ch. 9 Bridging Feedback and Action
ch. 10 king Out and Growing from Feedback

Epilogue
Notes
Acknowledgments
About the Author
Index

Additional Info:
Guidelines for writing good multiple-choice exam questions that can evaluate higher levels of learning (such as integrating material from several sources, critically evaluate data, contrast and compare information), as well as provide diagnostic information. Idea Paper no. 16 , from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

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Joan Herman, Pamela Aschbacher, and Lynn Winters offer cogent guidance on the creation and use of alternative measures of student achievement. They present a systemic and iterative process model that links assessment with decisions affecting curriculum and instruction, according to developmental theories of learning and cognition.
The authors review the purposes of assessment and provide a substantive rationale for alternative structures. The heart of the book is the illumination of several key assessment issues that reaffirm our knowledge that assessment tasks must be informed by the most important elements of instructional practice.
Includes sample forms and figures to help readers begin revamping their assessment programs. (From the Publisher)

Additional Info:

Additional Info:
More professors and institutions want to move from a detect-and-punish to an educate-and-prevent model for dealing with plagiarism. Understanding the causes of plagiarism, especially among international students, can aid in efforts to educate students and prevent plagiarism. Research points to a confluence of causal factors, such as time pressure, language differences, and unclear rules. Though not the primary factor, ethical differences between cultures are also germane. Overall, the plight of international students summons institutions to examine their ethical norms of attribution. Plagiarism has a cultural history tied to concepts of individual creativity, but its future may look quite different in an era with increased communal sharing of ideas and images.

Additional Info:
This "roundtable" collection of articles discusses the notion of renunciation in relation to an experiment in which a college class had the option to renounce the right to learn about their grades during the course. Topics include the history of grading in university and college courses, the problem of plagiarism, and the role of evaluation in higher education. Responses by Kimberly Rae Connor, Michael Desjardins Yasaman Samiksa Munro, Tina Pippin, and Ken Derry

Additional Info:
A special report featuring 12 articles from Online Classroom examining methods of online assessment and common assessment mistakes to avoid.

Table Of Content:
Four Typical Online Learning Assessment Mistakes
Authentic Experiences, Assessment Develop Online Students’ Marketable Skills
Assessing Whether Online Learners Can DO: Aligning Learning Objectives with Real-world Applications
Strategies for Creating Better Multiple-Choice Tests
Assessing Student Leaning Online: It’s More Than Multiple Choice
To Plan Good Online Instruction, Teach to the Test
Using Self-Check Exercises to Assess Online Learning
Assessment for the Millennial Generation
Self-Assessment in Online Writing Course Focuses Students on the Learning Process
Using Online Discussion Forums for Minute Papers

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UNC Charlotte’s Learning Center provides this helpful example of a gradation of activities for assessment (specific to “social studies”), from classify, define, demonstrate, to  order, predict, solve, and state a rule

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Additional Info:
This book sets out to help teachers gain a practical understanding of response to student writing---essentially, by examining sample comments by knowledgeable teachers. It displays and analyzes over 30 sets of comments from a variety of settings, by a variety of teachers, all of them informed by composition studies. It defines the strategies these teachers put into practice. And it situates teacher repines in the larger context of writing instruction. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction

ch. 1 Models of Response: How Recognized Teachers Respond to Student Writing
ch. 2 A Way to Analyze Comments
ch. 3 Comments in Context: New Compositionists' Responses to Student Writing
ch. 4 Classroom Instruction, Response, and the Student's Evolving Text: Three Case Studies
ch. 5 Guidelines for Responding to Student Writing
ch. 6 Managing the Paper Load, Or Making Good Use of Time
ch. 7 Students' Perceptions of Teach Comments
ch. 8 A Selected Bibliography on Teach Response
ch. 9 Sample Papers for Response

Appendix
List of Contributors
Index

Additional Info:
The issue is richly augmented by a set of teaching tactics (Allen, Ghosh, and Woodard and Mabry) across a range of religious traditions which briefly describe further practices that can be productive in the classroom.

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Returning tests following an examination is often a difficult task for the instructor, particularly in courses that are perceived by students as anxiety producing. The purpose of this article is to offer suggestions for designing this class session so that students view it as a positive part of the learning process. the four phases suggested for this feedback session are (a) preparing the students for receiving test feedback, (b) implementing a strategy for returning tests, (c) selecting an approach for reviewing test items, and (d) bringing closure to the class a positive way. young professionals lacking the experiences to anticipate problems when returning examinations to students may especially benefit from these suggestions.

Additional Info:
Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners.They draw on their own classroom experience to explain how to use each assessment measure presented--including developing criteria, integrating peer and self-assessment, and assigning grades--and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals section. (From the Publisher)

Table Of Content:
Editors' Notes

ch. 1 Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment (Rebecca S. Anderson)
ch. 2 Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment (Bruce W. Speck)
ch. 3 Grading Classroom Participation (John C. Bean, Dean Peterson)
ch. 4 Designing and Grading Oral Communication Assignments(Brooke L. Quigley)
ch. 5 Designing and Grading Written Assignments (Eric H. Hobson)
ch. 6 Grading Cooperative Projects (Karl A. Smith)
ch. 7 Evaluating Technology-Based Processes and Products(Gary R. Morrison, Steven M. Ross)
ch. 8 Portfolios: Purposeful Collections of Student Work(Joan A. Mullin)
ch. 9 Grading Inquiry Projects (Beverly Busching)
ch. 10 Grading Student Performance in Real-World Settings (Patricia A. Scanlon, Michael P. Ford)

Index

Additional Info:
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels of experience detailed, how-to advice on classroom assessment—from what it is and how it works to planning, implementing, and analyzing assessment projects. The authors illustrate their approach through twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects. (From the Publisher)

Table Of Content:
Preface
The Authors

Part 1 Getting Started in Classroom Assessment
ch. 1 What Is Classroom Assessment?
ch. 2 The Teaching Goals Inventory
ch. 3 First Steps
ch. 4 Planning and Implementing Classroom Assessment Projects
ch. 5 Twelve Examples of Successful Projects

Part 2 Classroom Assessment Techniques
ch. 6 Choosing the Right Technique
ch. 7 Techniques for Assessing Course-Related Knowledge and Skills
ch. 8 Techniques for Assessing Learner Attitudes, Values, and Self-Awareness
ch. 9 Techniques for Assessing Learner Reactions to Instruction
pt. 3 Building on What We Have Learned
ch. 10 Lessons and Insights from Six Years of Use
ch. 11 Taking the Next Steps in Classroom Assessment and Research

A. Colleges Participating in the 1990 Teaching Goals Inventory Survey
B. Teaching Goals Inventory and Self-Scorable Worksheet
C. 1990 Comparative Data on the Teaching Goals Inventory in Community Colleges
D. 1990 Comparative Data on the Teaching Goals Inventory in Four-Year Colleges
E. Bibliography of Resources on Classroom Research and Assessment

References
Index

Additional Info:
A multi-chapter “how-to” hypertext on creating authentic tasks, rubrics and standards for measuring and improving student learning.

Additional Info:
How can I tell what my students are thinking? Classroom Assessment Techniques (CATs) are feedback devices to help us determine how much, how well, and simply how our students learn.

Additional Info:
Materials developed through a series of workshops, consultations, and reciprocal peer review processes. Helpful to faculty, chairs, and directors interested in learning how they could use peer review to enhance teaching effectiveness in their programs. 

Additional Info:
An online resource for people concerned with the growing problem of internet plagiarism. Provides the latest information on online. Offers detailed information on the technologies behind Turnitin and iThenticate as well as facts about the rise of internet plagiarism.

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We in the Center are aware of diverse viewpoints regarding teaching evaluation. A recent article by Robert Boice and Jim Turner ("Helping Faculty Recognize Myths About Teaching Evaluations", which appeared in Vol. 6, No. 4, pp. 159-161, Winter, 1988 issue of The Journal of Staff, Program and Organizational Development) addressed a summary of misunderstandings and literature related to teaching evaluation. We reproduce here their major findings for your consideration.

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A rubric articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.

Additional Info:
Discusses the strengths and weaknesses of essay tests, and recommends best practices. Idea Paper no. 17, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
By the Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation. This page briefly describes assessment rubrics and explains their value for teachers and for students. Several examples are offered (in *.doc file format), including those for paper assignments, projects, oral presentations, and class participation.

Additional Info:
A guide to the creation of assessment rubrics, including ways an instructor might improve existing rubrics in light of experience. Describes the elements of a rubric (descriptors, levels of performance), and the difference between analytic and holistic rubrics.

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Discusses the relationship between student assessment and instructional improvement. Describes the development and administration of a Teaching Goals Inventory, which helps teachers clarify what they want their students to learn and helps institutions discover teaching priorities among departments and within the college as a whole. (DMM)

Additional Info:
Guidelines for writing good multiple-choice exam questions that can evaluate higher levels of learning (such as integrating material from several sources, critically evaluate data, contrast and compare information), as well as provide diagnostic information. Idea Paper no. 16 , from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.

Additional Info:
A concept map is a diagramming technique for assessing how well students see the "big picture".

Additional Info:
A series of websites providing rubrics, presentation tips, and a host of related topics on student assessment.

Additional Info:
With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed.

Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience?

Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss:

• Staff and student views on assessment
• Engaging students through assessment feedback
• Assessment for learning
• Assessing for employability
• Interdisciplinary and transnational assessment
• Technology supported assessment for retention

The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education. (From the Publisher)

Table Of Content:
List of illustrations
Notes on contributors
Foreword
Introduction (Lynn Clouder and Christina Hughes)

ch. 1 Student views on assessment (Alex Bols)
ch. 2 Trained for the high jump; asked to do the long jump: does first year assessment promote retention? (Anthony Cook)
ch. 3 Exploring new students’ conceptions of engagement and feedback (Ed Foster, Jane McNeil, and Sarah Lawther)
ch. 4 Helping them succeed: the staff–student relationship (Christine Broughan and David Grantham)
ch. 5 Evaluating assessment practices: the academic staff perspective (Frances Deepwell and Greg Benfield)
ch. 6 Assessment for learning (Liz McDowell)
ch. 7 Finding their voice: podcasts for teaching, learning and assessment (Graham Steventon)
ch. 8 Student peer mentoring for engagement and retention: challenges in community building and assessment (Heather Conboy and Richard Hall)
ch. 9 The impact of assessment and feedback processes on student engagement in a research methods module (Steve Jewell)
ch. 10 Digital storytelling as an alternative assessment (Martin Jenkins and Phil Gravestock)
ch. 11 Interdisciplinary assessment (Clinton Golding and Chi Baik)
ch. 12 Assessing employability skills: understanding employer needs and how to engage with students (Marie Hardie and Norman Day)
ch. 13 Getting the context right for good assessment practice (Lynne Hunt, Sara Hammer and Michael Sankey)
ch. 14 Technology-supported assessment for retention (Ormond Simpson)
ch. 15 Issues and strategies for student engagement through assessment in transnational higher education (Glenda Crosling)

Conclusion (Christine Broughan and Steve Jewell)
Index

Additional Info:
At its most basic a rubric is a scoring tool that divides an assignment into its component parts and objectives, and provides a detailed description of what constitutes acceptable and unacceptable levels of performance for each part. Rubrics can be used to grade any assignment or task: research papers, book reviews, participation in discussions, laboratory work, portfolios, oral presentations, group work, and more. This book defines what rubrics are, and how to construct and use them. It provides a complete introduction for anyone starting out to integrate rubrics in their teaching. (From the Publisher)

Table Of Content:
ch. 1 What is a rubric?
ch. 2 Why use rubrics?
ch. 3 How to construct a rubric
ch. 4 Rubric construction and the classroom
ch. 5 Rubric construction with others : teaching assistants, tutors, or colleagues
ch. 6 Grading with rubrics
ch. 7 Variations on the theme

App. A Blank rubric format for a three-level rubric
App. B Blank rubric format for a four-level rubric
App. C Blank rubric format for a four-level rubric, landscape format
App. D Blank rubric format for a scoring guide rubric
App. E Interview analysis paper scoring guide rubric
App. F Leading a class discussion scoring guide rubric
App. G Portland State University studies program rubric : ethical issues
App. H Portland State University studies program rubric : holistic critical thinking
App. I Portland State University studies program rubric : quantitative literacy
App. J Portland State University studies program rubric : writing
App. K Portland State University studies program rubric : diversity
App. L Web site information for Introduction to rubrics

Additional Info:
A book chapter excerpt that describes the use of student portfolios, discusses the underlying philosophical approach of student portfolios, outlines where the student learning occurs. and describes assessment measures.

Additional Info:
In this book, Grant Wiggins outlines design standards for performance-based assessments that promise students - no matter what their ability - clear and worthy performance targets, useful feedback, coaching, and the opportunity to progress toward excellence. Educative Assessment furnishes the information needed to design performance-based assessments, craft performance tasks that meet rigorous educational standards, score assessments fairly, and structure and judge student portfolios. It also shows how performance assessment can be used to improve curriculum and instruction, grading, and reporting, as well as teacher accountability. In addition, the book includes numerous design templates and flowcharts, strategies for design and troubleshooting, and myriad examples of assessment tasks and scoring rubrics that Wiggins has developed and repeatedly refined using feedback from clients in schools, districts, and state departments of education. (From the Publisher)

Table Of Content:
List of Figures
Preface
The Author

ch. 1 Educative Assessment: A Vision
ch. 2 Ensuring Authentic Performance
ch. 3 Providing Ongoing Feedback
ch. 4 Promoting Student Understanding
ch. 5 Standards and Criteria
ch. 6 Individual Performance Tasks
ch. 7 Scoring Rubrics
ch. 8 Portfolio as Evidence
ch. 9 Curriculum and Instruction
ch. 10 Grading and Reporting
ch. 11 Teaching and Accountability
ch. 12 Feasibility: Real and Imagined
ch. 13 Next Steps

Notes
Bibliography
Index

Additional Info:
College faculty have a responsibility to help students unveil some of the mystery of professional judgment in student assessment, both to help explain instructional practices and to create a model for students' use when they become professional evaluators. Teachers can use a variety of methods to ensure that subjectivity in assessment is not perceived simply as unfairness.

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Basic overview of how and why to use grading rubrics.

Additional Info:
Knowing the difference between a good item that helps you understand whether or not your students have a grasp of a concept or can perform a skill is not always a simple matter.

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Additional Info:
Written assessment feedback has not been widely researched despite higher education students continually expressing the need for meaningful and constructive feedback. This qualitative study employing focus groups captures and interprets the student perspective of written assessment feedback. Participants were Registered Nurses and non-traditional entrants to higher education. The findings generated a framework of themes and categories representing the feedback process experienced by the students. The themes were ‘learning from’,‘the process of receiving’ and ‘making sense of’ feedback.When this framework incorporates strategies such as ‘feed-forward’, selfmanaged learning and personalized guidance it then represents a heuristic model of effective written assessment feedback. The model, created as a result of the research, should enhance the student experience and aid understanding of the complex processes associated with providing written assessment feedback.

Additional Info:
The second edition of Effective Grading—the book that has become a classic in the field—provides a proven hands-on guide for evaluating student work and offers an in-depth examination of the link between teaching and grading. Authors Barbara E. Walvoord and Virginia Johnson Anderson explain that grades are not isolated artifacts but part of a process that, when integrated with course objectives, provides rich information about student learning, as well as being a tool for learning itself. The authors show how the grading process can be used for broader assessment objectives, such as curriculum and institutional assessment.

Table Of Content:
Preface to the Second Edition.

The Authors

Ch 1. Introduction

PART ONE GRADING IN THE CLASSROOM
Ch 2. Clarifying Goals, Constructing Assignments
Ch 3. Fostering Healthy Student Motivation
Ch 4. Establishing Criteria and Standards for Grading
Ch 5. Linking Teaching, Learning, and Grading
Ch 6. Managing Time for Teaching, Learning, and Responding Ch 7. Making Grading More Time-Efficient
Ch 8. Calculating Course Grades
Ch 9. Communicating with Students About Their Grades
Ch 10. Using the Grading Process to Improve Teaching

PART TWO HOW GRADING SERVES BROADER ASSESSMENT PURPOSES
Ch 11. Assessment for Departments and General Education
Ch 12. Case Studies of Departmental and General Education Assessment
Ch 13. Assessment for Grant Proposals

Appendix A: Examples of Rubrics

Appendix B: Example of Departmental Assessment Report

References

Index

Additional Info:
Grading class participation signals students the kind of learning and thinking an instructor values. This chapter describes three models of class participation, several models for assessment including a sample rubric, problems with assessing classroom participation, and strategies for overcoming these problems.

Additional Info:
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.

Additional Info:
For several decades, college teachers have been asking students to engage in self-evaluation, to reflect on their academic work and describe and evaluate it in writing. Student self-evaluation is both a process--consisting of acts of reflecting, composing, and writing--and a product, a writtten document. Student self-evaluation does not obviate the need for student exams and papers, crucial indicators of student mastery of material or complexity of thinking. Rather, student self-evaluation supplements and complements that information by asking students to describe in their own words their learning and its value to them. This writing, and the conversations that faculty members and students have about it, can be instructional, illuminating, and at times transformative. Student self-evaluation is primarily a learning strategy, but it is also a promising assessment approach: while enriching learning for students, it also can help teachers and institutions learn about student learning. This volume of New Directions for Teaching and Learning introduces the many forms of student self-evaluation in undergraduate teaching settings and describes how student self-evaluation creates connections between learners and learning, knowers and the known, and the self and the mind. This is the 56th issue of the quarterly journal New Directions for Teaching and Learning. For more information on the series, please see the Journals and Periodicals page. (From the Publisher)

Table Of Content:
Editor's Notes

ch. 1 Student Self-Evaluation: An Introduction and Rationale (Edith Kusnic, and Mary Lou Finley)
ch. 2 Self-Evaluation: Settings and Uses (Carl J. Waluconis)
ch. 3 Learning Self-Evaluation: Challenges for Students (Jean MacGregor)
ch. 4 Work, Reflection, and Community: Conditions That Support Writing Self-Evaluations (Marie Eaton, Rita Pougiales)
ch. 5 Beyond "Mildly Interesting Facts": Student Self-Evaluations and Outcomes Assessment (William S. Moore, Steve Hunter)
ch. 6 Student Self-Evaluations and Developmental Change (Richard H. Haswell)
ch. 7 Appendix

Index

Additional Info:
Assessment is most effective when it is conceived, discussed, and implemented by faculty and their classes. This sourcebook presents assessment strategies and information, based on recent research and practical experience, to provide new assessment ideas and approaches that emphasize student learning and effective teaching. (From the Publisher)

Table Of Content:
ch.1 Basic issues and Principles in classroom assessment (Jon F. Wergin)
ch.2 Faculty as a force to improve instruction through assessment (Georgine Loacker)
ch.3 Assessing Critical thinking across the curriculum (C. Blaine Carpenter, James C. Doig)
ch.4 Assessing writing: Theory and practice (Karen L. Greenberg)
ch.5 Assessing experiential learning (Susan Simosko)
ch.6 Assessing the departmental major (Bobby Fong)
ch.7 Grading students (Howard R. Pollio, W. Lee Humphreys)
ch.8 A synthesis with further recommendations (James H. McMillan)

Index