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Course Redesign

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

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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

Filed Under: Assignment Redesign, Course Redesign

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

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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

Filed Under: Assignment Redesign, Course Redesign Tagged With: Integrative Learning

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

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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

Filed Under: Assignment Redesign, Course Redesign Tagged With: Critical Thinking, Problem Solving

Formative feedback and scaffolding for developing complex problem solving and modelling outcomes.

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Frank, B., Simper, N., & Kaupp, J. (2017). Formative feedback and scaffolding for developing complex problem solving and modelling outcomes. European Journal of Engineering Education, 1–17. https://doi.org/10.1080/03043797.2017.1299692

Filed Under: Course Redesign

Measuring Student Progress with E-portfolios

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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

Filed Under: Course Redesign

VALUE Rubrics As Tools for Pedagogical Innovation

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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/

Filed Under: Assignment Redesign, Co-Curricular Assessment, Course Redesign, General Education

From the Editor

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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

Filed Under: Assignment Redesign, Course Redesign, ePortfolio, Standardized Tests

Quantitative Reasoning in the Contemporary World, 3: Assessing Student Learning

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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

Filed Under: Course Redesign, Student Affairs Tagged With: Quantitative Literacy

The Next Great Hope for Measuring Learning

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Berrett, D. (2016). The Next Great Hope for Measuring Learning. Chronicle of Higher Education, 63(8), A30–A33.

Filed Under: Calibration Training, Course Redesign, General Education

Chapter 8: What Happens After Reacting? A Follow-Up Study of Past RTTP Participants at a Public Regional University

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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.

Filed Under: Assignment Redesign, Course Redesign

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