Virginia Johnson Anderson

Towson University

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Document Type

Co-Authors

Barbara E. Walvoord

University of Notre Dame

Susan Robison

Snohomish Health District

Lucille McCarthy

University of Maryland, Baltimore County

Andrea Sherman

Vassar College

John R. Breihan

Loyola University Maryland

Cooperative Institutions

Loyola University Maryland

Snohomish Health District

Centers for Disease Control and Prevention

University of Notre Dame

North Central College

University of Cincinnati

Towson University

University of Maryland, Baltimore County

University of Maryland, College Park

National Council of Teachers of Mathematics

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Assessing Diversity Issues in Instructional Technology

IGI Global eBooks (2006)

Virginia Johnson Anderson

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

Rubric

Value (mathematics)

10.4018/978-1-59140-741-6.ch008

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Effective Grading: A Tool for Learning and Assessment

Barbara E. Walvoord Virginia Johnson Anderson

The Power of Grading for Learning and Assessment. GRADING IN THE CLASSROOM. Managing the Grading Process. Making Assignments Worth Grading. Fostering Motivation and Learning in the Grading Process. Establishing Criteria and Standards for Grading. Calculating Course Grades. Making Grading More Time--Efficient. Using the Grading Process to Improve Teaching. HOW GRADING SERVES BROADER ASSESSMENT PURPOSES. Determining Faculty Performance, Rewards, and Incentives. Strengthening Departmental and Institutional Assessment. A Case Study of Grading as a Tool for Assessment.

Grading (engineering)

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Effective grading : a tool for learning and assessment in college

Jossey-Bass eBooks (2010)

Barbara E. Walvoord Virginia Johnson Anderson

Preface to the Second Edition. The Authors. Chapter 1 Introduction. PART ONE GRADING IN THE CLASSROOM. Chapter 2 Clarifying Goals, Constructing Assignments. Chapter 3 Fostering Healthy Student Motivation. Chapter 4 Establishing Criteria and Standards for Grading. Chapter 5 Linking Teaching, Learning, and Grading. Chapter 6 Managing Time for Teaching, Learning, and Responding. Chapter 7 Making Grading More Time-Efficient. Chapter 8 Calculating Course Grades. Chapter 9 Communicating with Students About Their Grades. Chapter 10 Using the Grading Process to Improve Teaching. PART TWO HOW GRADING SERVES BROADER ASSESSMENT PURPOSES. Chapter 11 Assessment for Departments and General Education. Chapter 12 Case Studies of Departmental and General Education Assessment. Chapter 13 Assessment for Grant Proposals. Appendix A: Examples of Rubrics. Appendix B: Example of Departmental Assessment Report. References. Index.

Grading (engineering)

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Standards-based assessment

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Citations (121)

Functions of Outlining Among College Students in Four Disciplines

Research in the Teaching of English (1995)

Barbara E. Walvoord Virginia Johnson Anderson John R. Breihan Lucille McCarthy Susan Robison

Preview this article: Functions of Outlining Among College Students in Four Disciplines, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/29/4/researchintheteachingofenglish15335-1.gif

10.58680/rte199515335

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Citations (23)

Effective Grading and Assessment: Global Insights to Enhance Student Learning, Faculty Satisfaction, and Institutional Success

SAGE Publications, Inc. eBooks (2012)

Virginia Johnson Anderson

Grading (engineering)

10.4135/9781412996891.n2

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Citations (3)

Assessing Diversity Issues in Instructional Technology

IGI Global eBooks (2011)

Virginia Johnson Anderson

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although "students will value diversity in the academy and the workplace" is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students' cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.Request access from your librarian to read this chapter's full text.

10.4018/9781591407416.ch008

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