Group items tagged

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

Of the various ways to assess student learning outcomes, many faculty members prefer what are called "authentic" approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy.

By Scott Jaschik in Inside Higher Ed, December 11, 2009. In mid-December, 2009 the annual meeting of the Middle States Commission on Higher Education focused on assessments. This Inside Higher Ed article recaps the conversation at the meeting about the need to use assessments and tips on how to do so.

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

In 1987, Peter Ewell delivered a paper at the AAHE Assessment Forum entitled "Assessment, Accountability, and Improvement: Managing the Contradiction." This NILOA Occasional Paper analyzes what is the same and what has changed over the past two decades, and offers suggestions for how institutions can manage the persistent tension between the twin purposes of assessment in the current higher education environment.

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

This is included in the Pedagogy Matters! Book, category: Assessment. Also mentioned in Introduction to Formative Assessment

Two assessment techniques from this book mentioned in Instructional Strategies:Reflection/Meta-cognition: The Minute Paper" and "Muddiest Point." "They help teachers determine whether students are picking up on important ideas. Teachers get snapshots of where students are struggling so that teachers can adjust instruction--for example, spending more time reviewing a key concept. These strategies also benefit students. Students have to attend to what they have just learned, maybe synthesize concepts from various lectures, and articulate what they know and do not know. Students generally do not take time to think about their thinking, or to try to express their struggles. Therefore, they are unlikely to get to a stage where they can formulate solutions for problems they are having."

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.

Mentioned in Introduction to Formative Assessment

Practice Exercises for Students

CUNY Assessment Test of Writing - information for students. Mentioned in Introduction to Formative Assessment

on the Testing Center, York College - The City University of New York. Five scoring categories: 1. "Critical Response to the Writing Task and Text" 2."Development of Writer's Ideas": 3. Structure of the Response" 4. "Language Use: Sentences and Word Choice" 5. "Language Use: Grammar, Usage, Mechanics"

Mentioned in Introduction to Formative Assessment as an assessment rubric used.

Wellman, J.V. (2010, January) Occasional Paper No. 3 by National Institute for Learning Outcomes Assessment (NILOA)

"With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment. One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree. Another important insight-again against the grain of conventional wisdom-is that simply investing more money does not appear to produce more or better outcomes. As Wellman points out, the key to productivity is intentionally targeted investments."

Produced by the Office of Institutional Research and Assessment, Division of Information Technology at LaGuardia Community College, part of The City University of new York. September 2010. Includes profiles of the student body (general and entering students), enrollment profile, and demographics about degrees earned.

Part of the Contextualization discussion, backing up the statistic that, at LaGuardia, more students need developmental math than writing.

on movetoireland.com "The national curriculum requires all students to take an extensive series of examinations. Students must pass 6 exams to earn a Leaving Certificate at the end of high school. There are honours level, ordinary level, and foundation level exams."

Mentioned in Introduction to Formative Assessment illustrating interesting statistics

Online Games in different subjects (including math and English) "For each answer you get right, we donate 10 grains of rice through the World Food Programme to help end hunger."

Mentioned in Introduction to Formative Assessment

Smartroom Learning Solutions

Mentioned in Introduction to Formative Assessment

By Kristen di Gennaro in Journal of Basic Writing, v 27(1), p. 61-79, 2008. This page, from the ERIC database, includes an abstract for this article. The article itself is subscription only. Please check with your local library for more assistance.

There was a discussion of Generation 1.5 (vis a vis ESL) in the Pedagogy Cafe, and a Jammer posted a link to an article on the topic in Journal of Basic Writing.

This is the companion site to Susan Anker's Real writing (4th Edition). The site contains student resources (exercises and advice) as well as resources for writing faculty.

Mentioned in Introduction to Formative Assessment

MyWritingLab, a product of Pearson Education, is an online learning program that includes diagnostic tests, online exercises, and an online gradebook.

Mentioned in Introduction to Formative Assessment

By Diana Hacker. Boston: Bedford/St. Martin's (2004)

Mentioned in Introduction to Formative Assessment

By John C. Bean. San Francisco: Jossey-Bass (1996)

Mentioned in Introduction to Formative Assessment.

MyMathLab, a product of Pearson Education, is a series of online courses that accompanies Pearson's textbooks in math and statistics.

Mentioned in Introduction to Formative Assessment

JEC uses this site as a tool for her students.

Shared in Instructional Strategies: Peer Engagement. Also mentioned in Introduction to Formative Assessment