"Catalyst in Action: Case Studies of High-impact EPortfolio Practice." edited by Bret Eynon, Laura M. Gambino, 2018.
"Community Engagement and High Impact Practices in Higher Education." NUNEZ, G., M, & GONZALEZ, A. L, 2018.
"High-Impact Practices in Online Education: Research and Best Practices." Edited by Kathryn E. Linder and Chrysanthemum Mattison Hayes.
Learning Assessment Techniques by
50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references--all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
Effective Grading by
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. This thoroughly revised and updated edition includes a wealth of new material including: Expanded integration of the use of technology and online teaching A sample syllabus with goals, outcomes, and criteria for student work New developments in assessment for grant-funded projects Additional information on grading group work, portfolios, and service-learning experiences New strategies for aligning tests and assignments with learning goals Current thought on assessment in departments and general education, using classroom work for program assessments, and using assessment data systematically to "close the loop" Material on using the best of classroom assessment to foster institutional assessment New case examples from colleges and universities, including community colleges "When the first edition of Effective Grading came out, it quickly became the go-to book on evaluating student learning. This second edition, especially with its extension into evaluating the learning goals of departments and general education programs, will make it even more valuable for everyone working to improve teaching and learning in higher education." --L. Dee Fink, author, Creating Significant Learning Experiences "Informed by encounters with hundreds of faculty in their workshops, these two accomplished teachers, assessors, and faculty developers have created another essential text. Current faculty, as well as graduate students who aspire to teach in college, will carry this edition in a briefcase for quick reference to scores of examples of classroom teaching and assessment techniques and ways to use students' classroom work in demonstrating departmental and institutional effectiveness." --Trudy W. Banta, author, Designing Effective Assessment
Program Highlight
Institution: Portland State University.
Authors: Rowanna L. Carpenter, Vicki Reitenauer, Aimee Shattuck
Contact: carpenterr@pdx.edu
University Studies Assessment Plan, Methods, and Tools.
Description
Taken from the General Education and Equitable Assessment Report
"Equitable assessment practice means that students have the opportunity to show their learning in multiple ways, not just through high stakes standardized tests. At its best, equitable assessment processes consider multiple pieces of evidence of student learning, ideally curated by the student so that their understanding of their learning is part of the assessment process. Equitable assessment seeks to understand whether there are groups of students who may be underserved by the institution and takes into account multiple intersecting identities whenever possible." (Carpenter, R., Reitenauer, V., & Shattuck, A., 2020).
"Equitable assessment practices invite all faculty, regardless of rank, into conversation about student learning and educational practices, and values those perspectives as equally relevant to improvement. At the heart of equitable assessment is the practice of critical reflection, on the part of students, faculty, and educational programs." (Carpenter, R., Reitenauer, V., & Shattuck, A., 2020).
Carpenter, R., Reitenauer, V., & Shattuck, A. (2020, June). Portland State University: General education and equitable assessment. Urbana, IL: National Institute for Learning Outcomes Assessment, Council for the Advancement of Standards in Higher Education, and Campus Labs.
2019. Changes and Outcomes in Placement and Assessment Policies: Integrating Equity into Developmental Education Reform. Podcasts from Starting Strong to Finish.
January 2020. From Weeding out to Belonging. Ana Araya-Anchetta, Mar-Elise Hill, and Flower Darby, Teaching in Higher Ed.
March 2018. Interactivity and Inclusivity Can Help Close the Achievement Gap. Viji Sathy and Kelly Hogan, Teaching in Higher Ed.
December 2016. Teaching Students How to Learn. Saundra Y. McGuire, Teaching in Higher Ed.
August 2019 Co-Requisite Model: Work Smarter, Not Harder II.
March 2018 RT! Assessing English literacy as a predictor of postschool outcomes for deaf individuals
2017 "George Kuh - Key Features of High-Impact Practices" Center of Engaged Learning.
June 2017 "High-Impact Practices – Maximizing Student Learning and Engagement." Higher Ed Live.
