Teaching and Pedagogy

    Teaching and Pedagogy

    A method for collaboratively developing and validating a rubric
    Allen, S. & Knight, J.
    2009
    Assessing student learning outcomes relative to a valid and reliable standard that is academically-sound and employer-relevant presents a challenge to the scholarship of teaching and learning. In this paper, readers are guided through a method for collaboratively developing and validating a rubric that integrates baseline data collected from academics and professionals.
    Authentic assessment and pedagogical strategies in higher education
    Fook, C.Y. & Sidhu, G.K.
    2010
    Science Publications
    Researchers have noted that there is a mismatch between curriculum content and assessment practices in higher education. At the moment, the focus is still on the assessment of learning and not much on assessment for learning. Therefore, this study was conducted to examine the implementation of authentic assessment in higher education in Malaysia.
    Doing research to improve teaching and learning: A guide for college and university faculty
    Williams, K. M.
    2014
    Routledge
    This book is a step-by-step guide for doing research to inform and improve teaching and learning. With background and instruction about how to engage in these methodologies—including qualitative, quantitative, and mixed methods—Doing Research to Improve Teaching and Learning provides examples across disciplines of how to use one's research skills to improve teaching.
    Engaging imagination: Helping students become creative and reflective thinkers 
    James, A. & Brookfield, S.D.
    2014
    Jossey-Bass
    In Engaging Imagination: Helping Students Become Creative and Reflective Thinkers, two leading educators help college instructors across disciplines engage students in nurturing creativity and innovation for success beyond the classroom.
    Handbook on Teaching Undergraduate Science Courses: A Survival Training Manual
    Uno, G.
    1999
    Thomson Custom Publishing
    This teaching resource is an informative, insightful guide to science teaching. The handbook places special emphasis on general biology, compiling materials collected and developed by Dr. Uno during his 17 years of teaching experience. Graduate teaching assistants, undergraduate science instructors, as well as experienced faculty members looking for new classroom ideas will find this guide an invaluable source of information.
    Interactive open educational resources: A guide to finding, choosing, and using what's out there to transform college teaching
    Shank, J. D.
    2014
    Jossey-Bass
    Sponsored by the Association of College and Research Libraries (ACRL), this one-of-a-kind book demonstrates the best tools, resources, and techniques for discovering, selecting, and integrating interactive open educational resources (OERs) into the teaching and learning process.
    Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning (2nd ed.)
    Stevens, D.D. & Levi, A.
    2005
    Stylus Publishing
    This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment.
    Knowing what students know: The science and design of education assessment
    Pellegrino, J.W., Chudowsky, N., & Glaser, R.
    2001
    National Academy Press
    This report addresses assessments used in both classroom and largescale contexts for three broad purposes: to assist learning, to measure individual achievement, and to evaluate programs. The purpose of an assessment determines priorities, and the context of use imposes constraints on the design.
    Learner-centered assessment on college campuses: Shifting the focus from teaching to learning.
    Huba, M.E. & Freed, J.E.
    2000
    Allyn & Bacon
    In the first chapters of this book, the authors encourage college and university professors to reconsider their traditional teacher-centered paradigm of teaching and to adopt a learning-centered approach to classroom interaction. They devote the rest of their book to describing practical techniques instructors can use to make learning more focused on the needs of students. The reader will find many specific and useful examples of how to make their teaching more learning-centered.
    Linking classroom assessment with student learning
    ETS
    2002

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