Group items tagged

By the Conference on College Composition (CCCC) Committee on Assessment, November 2006 (revised March 2009). This document outlines the CCCC's position on writing assessment, noting that "given the high stakes nature of many of these assessment purposes, it is crucial that assessment practices by guided by sound principles..."

By Katherine L. Hughes and Judith Scott-Clayton, published by Community College Research Center, Teachers College, Columbia University, Feb 2011. From the report description: "This paper examines the extent of consensus regarding the role of developmental assessment and how it is best implemented, the validity of the most common assessments currently in use, and emerging directions in assessment policy and practice." A PDF of the full paper is available from this web page.

By Belinda Allen and Kathryn Coleman (both of University of New South Wales), proceedings of ascilite 2011 conference, Australia, December 2011. ascilite is the Australasian Society for Computers in Learning in Tertiary Education. "The paper explores creativity as a graduate capability, the creative potential of digital media, and how changing directions in assessment practice could support the assessment of creativity, with a focus on using eportfolios in assessment." Full text, as PDF, available on this page.

By Jay Matthews in the Class Struggle column, The Washington Post, May 5 2011. Matthews writes about the recently published study, Assessing Developmental Assessment in Community Colleges (see tag assess_study), which finds that it might be the assessment process itself that is failing developmental ed students, rather than the content or delivery of the developmental ed courses.

Created by Ann Carlson of Western Washington University and posted on the Center for Instructional Innovation & Assessment, Western Washington University, January 2010. In this short video (5 mins), Carlson outlines the "muddiest point" assessment technique, as well as some background on how and why instructors might use this technique.

By Ros Smith, published by JISC, Sept 6 2010. Announcement and podcast posted on the JISC site. This newly published guide raises questions about the meaning of assessment, and how more effective assessment (ideally taking advantage of current technologies) might also promote the idea of students becoming lifelong learners. There is a 13 minute podcast with Ros Smith, the author. The new guide can be downloaded by chapter, of full guide (as PDF or Word docs). Also, until Oct 31, 2010, printed copies can be ordered for free.

Automated essay scoring (AES) has many benefits such as immediate grading, reliable reporting, and diagnostic feedback. While automation poses certain operational and technical challenges, more states are adopting AES for both formative and summative assessments. This presentation presents empirical data from the state of West Virginia online writing assessments on the reliability and validity of machine scores.

This page provides access to a self-assessment based on Skip Downing's On Course (4E), posted on the Online Study Center, Cengage Learning.

RO used this self-assessment with her students, week 4, semester 4.

By Grant P. Wiggins. San Francisco, Calif.: Jossey-Bass, 1998.

Although this paper highlights Adult Basic Ed/ELL it has some interesting conclusions about eLearning and assessment.

This course, offered by P2PU (Peer to Peer University) looks at Mozilla's upcoming release of an Open Badges framework and asks questions about how community/peer-rated online badges might stand in for more formal assessment/recognition of learning, particularly in new or non-traditional fields. This is formally a 4-week course which began August 13 2011.

Posted by the Center for Teaching & Learning, UNC Charlotte. Distilled from Classroom Assessment Techniques by Angelo & Cross, this is brief includes 10 categories with description. Also available as a PDF (link on this page).

Testing system by Epstein Educational Enterprises. IF-AT transforms multiple-choice testing into an interactive learning opportunity for students and provides an informative assessment tool for teachers.

By Thomas A. Angelo and K. Patricia Cross, San Francisco: Jossey-Bass Publishers, 1993.

CAT technique used from this resource: Double Entry Journals

TM cites Angelo & Cross as she discusses assessment techniques that she had used. Several other cites which I will also bookmark here.

By Harold Pasher, Mark McDaniel, Doug Rohrer, and Robert Bjork. Published in Psychological Science in the Public Interest, vol 9 (3), Dec 2008, pp. 105-119. The authors looked at scientific evidence related to learning-style assessments in education. They concluded that evidence did not bear out the use of such assessments, but also point out that many versions of learning styles have not been tested at all (and thus there is no evidence).

This program is offered by the Association of American Colleges & Universities, as part of its Liberal Education and America's Promise (LEAP) initiative, and is a contribution to the national dialogue on assessment in education.

Banta, T.W., Griffin, M., Flateby, T.L. & Kahn, S. (2009, December) Occassional Paper No. 2 by National Institute for Learning Outcomes Assessment (NILOA)

Ewell, P. (2009, November) Occasional Paper 1 by National Institute for Learning Outcomes Assessment (NILOA)

By Tom Bissonette in The Chronicle of Higher Education, Commentary, August 14, 2011. The author brings attention to the fact that many students enter college with a variety of developmental issues and that these are not properly addressed. Faculty members are often lacking pedagogical education and knowledge of human development. The author argues for assessment of incoming students in several areas, including academic ability, social skills, study skills, vocabulary, general knowledge, work history, and community involvement. Results of these assessments would be used to identify appropriate support. The author believes that the concept of retention is misguided. When faculty and administration partner with students on the front end, the odds decrease that students will be unable to persist.

J.E.C. mentioned article in Summer 2011 Coffee Klatch

Produced by the Harvard-Smithsonian Center for Astrophysics and Massachusetts Corporation for Educational Telecommunications (MCET), 1997, and posted to the web by the Annenberg Foundation. This series of 8 90-minute videos are now all available for free. The videos look at all aspects of assessment, with a focus on math and science. NOTE: The project is nearly 15 years old and is likely somewhat dated.