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
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Course Redesign
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
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
Formative feedback and scaffolding for developing complex problem solving and modelling outcomes.
Measuring Student Progress with E-portfolios
Clark, J. E., & Eynon, B. (2011). Measuring Student Progress with E-portfolios. Peer Review, 13/14(4/1), 6. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aqh&AN=71944246&site=eds-live
VALUE Rubrics As Tools for Pedagogical Innovation
Carter, D. D., & McConnell, D. K. (2018, February 21). VALUE Rubrics As Tools for Pedagogical Innovation [Webinar]. VALUE rubrics: As tools for pedagogical innovation, Online. http://leaptx.org/development-hub/value-rubrics/
From the Editor
Carey, S. J. (2011). From the Editor. Peer Review, 13/14(4/1), 3. http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aqh&AN=71944244&site=eds-live
Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning
Boersma, S., Diefenderfer, C., Dingman, S., & Madison, B. (2011). Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning. Numeracy, 4(2). https://doi.org/10.5038/1936-4660.4.2.8
The Next Great Hope for Measuring Learning
Chapter 8: What Happens After Reacting? A Follow-Up Study of Past RTTP Participants at a Public Regional University
Bernstein, J., Strasma, M., Olwell, R., & Higbee, M. (2017). Chapter 8: What Happens After Reacting? A Follow-Up Study of Past RTTP Participants at a Public Regional University. In C. E. Watson & T. C. Hagood (Eds.), Playing to learn with reacting to the past: research on high impact, active learning practices. Springer International Pub.