Assessing the Assessments: Development of a Tool To Evaluate Assessment Items in Chemistry According to Learning Outcomes
暂无分享,去创建一个
Simon B Bedford | Adam J. Bridgeman | Kieran F. Lim | Glennys O'Brien | Daniel Southam | Siegbert Schmid | Simon M. Pyke | Ian M. Jamie | Madeleine Schultz | Samuel J. Priest | S. Pyke | I. Jamie | Madeleine Schultz | S. Bedford | Glennys O'Brien | S. J. Priest | A. Bridgeman | Siegbert Schmid | Daniel C. Southam
[1] Jm Beckett,et al. Peer review of assessment network: supporting comparability of standards , 2016 .
[2] David W. Johnson,et al. Making cooperative learning work , 1999 .
[3] S. Barrie. A research‐based approach to generic graduate attributes policy , 2004 .
[4] Elisabeth Dunne,et al. Bridging the Gap Between Industry and Higher Education: Training Academics to Promote Student Teamwork , 2000 .
[5] Paul Hager,et al. ENHANCING THE LEARNING AND EMPLOYABILITY OF GRADUATES : THE ROLE OF GENERIC SKILLS , 2002 .
[6] Glennys O'Brien,et al. Outcomes of the Chemistry Discipline Network Mapping Exercises: Are the Threshold Learning Outcomes met? , 2012 .
[7] Nicholas A. Bowman. Understanding and Addressing the Challenges of Assessing College Student Growth in Student Affairs. , 2013 .
[8] J. Biggs. What the student does: teaching for enhanced learning , 1999 .
[9] Graham Gibbs,et al. Characterising programme‐level assessment environments that support learning , 2009 .
[10] Stacey Lowery Bretz,et al. Faculty Perspectives of Undergraduate Chemistry Laboratory:: Goals and Obstacles to Success , 2010 .
[11] Avi Hofstein,et al. THE LABORATORY IN CHEMISTRY EDUCATION: THIRTY YEARS OF EXPERIENCE WITH DEVELOPMENTS, IMPLEMENTATION, AND RESEARCH , 2004 .
[12] K. Scouller. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay , 1998 .
[13] G. Gibbs,et al. Conditions Under Which Assessment Supports Students’ Learning , 2005 .
[14] T. Bryce,et al. What can they do? A review of practical assessment in Science , 1985 .
[15] D. Boud,et al. Aligning assessment with long‐term learning , 2006 .
[16] Duncan David Nulty,et al. How to use (five) curriculum design principles to align authentic learning environments, assessment, students’ approaches to thinking and learning outcomes , 2009 .
[17] N. Reid,et al. The role of laboratory work in university chemistry , 2007 .
[18] Ian J. Kemp,et al. Transferable skills—Can higher education deliver? , 1995 .
[19] D. Boud,et al. Assessment 2020. Seven propositions for assessment reform in higher education , 2010 .
[20] D. Krathwohl. A Revision of Bloom's Taxonomy: An Overview , 2002 .
[21] D. Sadler. Formative assessment and the design of instructional systems , 1989 .
[22] Denise Jackson,et al. Employability skill development in work-integrated learning: Barriers and best practice , 2015 .
[23] Simon Barrie,et al. Influences on the assessment of graduate attributes in higher education , 2010 .
[24] D. Nicol. Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies , 2009 .
[25] Paul Hager,et al. Nature And Development of Generic Attributes , 2006 .
[26] Amanda Henderson,et al. Health, Medicine and Veterinary Science: Learning and Teaching Academic Standards Statement , 2011 .
[27] Stacey Lowery Bretz,et al. A rubric to characterize inquiry in the undergraduate chemistry laboratory , 2007 .
[28] Christina David,et al. Major influences on the teaching and assessment of graduate attributes , 2012 .
[29] J. Akker. The science curriculum: Between ideals and outcomes , 1997 .
[30] Glennys O'Brien,et al. The Australian chemistry discipline network : a supportive community of practice in a hard science , 2017 .
[31] Beverley Oliver. Assuring graduate capabilities: evidencing levels of achievement for graduate employability , 2015 .
[32] J. Biggs. Enhancing teaching through constructive alignment , 1996 .
[33] David Hodgson,et al. Whole Curriculum Mapping of Assessment: Cartographies of Assessment and Learning , 2015 .
[34] Cecilia M. Plaza,et al. Curriculum mapping in program assessment and evaluation. , 2007, American journal of pharmaceutical education.
[35] Sandra C. Jones,et al. The Science Learning and Teaching Academic Standards project: a discipline community's response to regulatory change in Australian higher education , 2015 .
[36] Bryan Howieson,et al. Does calibration reduce variability in the assessment of accounting learning outcomes? , 2016 .
[37] S. Barrie,et al. A conceptual framework for the teaching and learning of generic graduate attributes , 2007 .
[38] David W. Johnson,et al. An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning , 2009 .
[39] C. Raehl,et al. INSTRUCTIONAL DESIGN AND ASSESSMENT Evaluation of Pharmacy Students' Blood Pressure and Heart Rate Measurement Skills After Completion of a Patient Assessment Course , 2007 .
[40] D. Royce Sadler,et al. Three in-course assessment reforms to improve higher education learning outcomes , 2016 .
[41] Wendy Green,et al. Facing up to the challenge: why is it so hard to develop graduate attributes? , 2009 .
[42] Gabriel Pinto. The Bologna Process and Its Impact on University-Level Chemical Education in Europe. , 2010 .