VALUE Research

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Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors

Simper, N., Kaupp, J., Frank, B., & Scott, J. (2016). Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors. Assessment & Evaluation in Higher Education, 41(8), 1159–1175. https://doi.org/10.1080/02602938.2015.1070117

Collaborative faculty assessment of service-learning student work to improve student and faculty learning and course design

Shapiro, D. F. (2012). Collaborative faculty assessment of service-learning student work to improve student and faculty learning and course design. Michigan Journal of Community Service Learning, 19(1), 44–57. http://link.galegroup.com/apps/doc/A318344657/AONE?sid=googlescholar

Staying On Track With Rubric Assessment: Five Institutions Investigate Information Literacy Learning

Oakleaf, M. (2011). Staying On Track With Rubric Assessment: Five Institutions Investigate Information Literacy Learning. Peer Review, 13/14(4/1), 18–21. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=71944250&site=ehost-live

The Value of Critical Thinking: Designing Assignments that Evaluate Critical Thinking Using AAC&U VALUE Rubrics: A Pilot Study

Jansen, K. R., Mihlbauer, L., & Mayeshiba, M. (2016). The Value of Critical Thinking: Designing Assignments that Evaluate Critical Thinking Using AAC&U VALUE Rubrics: A Pilot Study. University of Wisconsin - Milwaukee, University of Wisconsin System. https://ce.uwex.edu/wp-content/uploads/2016/02/aacn2016-FINALtoPRINTreduced.pdf

Assessment of Students’ Critical-Thinking and Problem-Solving Abilities Across a 6-Year Doctor of Pharmacy Program

Gleason, B., Gaebelein, C., Grice, G., Crannage, A., Weck, M., Hurd, P., Walter, B., & Duncan, W. (2013). Assessment of Students’ Critical-Thinking and Problem-Solving Abilities Across a 6-Year Doctor of Pharmacy Program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 77(8). http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000325801300012&site=eds-live

Assessing Learning Outcomes at the University of Cincinnati: Comparing Rubric Assessments to Standardized Tests

Escoe, G., Hall, W., & Nicholas, M. (2010, April). Assessing Learning Outcomes at the University of Cincinnati: Comparing Rubric Assessments to Standardized Tests. Association of American Colleges & Universities Toolkit Resources: Campus Models & Case Studies. https://www.aacu.org/campus-model/assessing-learning-outcomes-university-cincinnati-comparing-rubric-assessments

Knowledge, Abilities, Responsibilities: The Design of a Three-Dimensional Curriculum Framework for Modern Pharmacy Education

Duncan, W. C., & Gleason, B. L. (2015). Knowledge, Abilities, Responsibilities: The Design of a Three-Dimensional Curriculum Framework for Modern Pharmacy Education. International Journal of Process Education, 7(1), 53–62. http://www.ijpe.online//2015/pharmacy.pdf