Testing, Assessment, and Grading
Center for Teaching, University of Massachusetts at Amherst. (1989-1991). Handbook for Teaching Assistants. Amherst, MA: University of Massachusetts.
Fuhrmann, B. S. & Grasha, A. F. (1983). Considering alternative course designs. In A practical handbook for college teachers (pp. 247-278). Boston: Little, Brown, and Company.
Gibbs, G. (1999). Planning your students’ learning activities. In W. J. McKeachie (Ed.) Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 20-33). Boston: Houghton Mifflin.
Hemmings, B. & Battersby, D. (1990). The textbook selection checklist. In M. Weimer & R. A. Neff (Eds.), Teaching college: Collected readings for the new instructor (pp. 47-48). Madison, WI: Magna.
McKeachie, W. J. (1999). Countdown for course preparation. Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 9-19). Boston: Houghton Mifflin.
Miller, B. & Gentile, B. F. (1998). Introductory course content and goals. Teaching of Psychology, 25, 89-96.
Morris, C. J. (1977) Choosing a text for the introductory course. In L. T. Benjamin, R. S. Danie, & C. L Brewer (Eds.), Handbook for teaching introductory psychology (pp. 73-76). Hillsdale, NJ: Erlbaum.
Pregent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna.
Stark, J. S., Lowther, M. A., Ryan, M. P., Bomotti, S. S., Genthon, M., Haven, C. L., & Martens, G. (1988). Reflections on course planning: Faculty and students consider influences and goals (Tech. Rep. No. 88-C-002.0). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Stark, J. S., Lowther, M. A., Ryan, M. P., Bomotti, S. S., Genthon, M., Martens, G., & Haven, C. L. (1988). Reflections on course planning: Faculty and students consider influences and goals. Executive Summary. Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Stark, J. S., Lowther, M. A., & Smith, S. (1986). Designing the learning plan: A review of research and theory related to college curricula (Tech. Rep. No. 86-C-001.2). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
[Outline] [Top]
Altman, H. B. (1990). Syllabus shares "What the teacher wants" In M. Weimer, & R. A. Neff (Eds.), Teaching college: Collected readings for the new instructor (pp. 45-46). Madison, WI: Magna.
Becker, A. H. & Calhoon, S. K. (1999). What introductory psychology students attend to on a course syllabus. Teaching of Psychology, 26, 6-11.
Center for Teaching Effectiveness. (n.d.). Teachers can make a difference. University of Texas at Austin
Lowther, M. A., Stark, J. S., & Martens, G. G. (n.d.). Preparing course syllabi for improved communication. In Research program on curriculum design: Influences and impacts. Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Rubin, S. (1985, August 7). Professors, students, and the syllabus. Chronicle of Higher Education, 56.
[Outline] [Top]
Benassi, V. A., Jordan, E. A., & Harrison, L. M. (1994). Using teaching modules to train and supervise graduate TAs. In K. G. Lewis (Ed.) The TA experience: Preparing for multiple roles (pp. 183-188). Boston: New Forum Press.
[Outline] [Links] [Top]
Gleitman, H. (1984). Introducing psychology. American Psychologist, 39, 421-427.
McKeachie, W. J. (1999). Meeting a class for the first time. Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 34-42). Boston: Houghton Mifflin.
Pearlman, B. & McCann, L. I. (1999) Student perspective on the first day of class. Teaching of Psychology, 26, 277-283.
Scholl-Buckwald, S. (1985). The first meeting of the class. In J. Katz, (Ed.) Teaching as though students mattered: New directions in teaching and learning (No. 21). San Francisco: Jossey-Bass.
Testing, Assessment, and Grading
[Outline] [Top]
Testing and Assessment in College Classes
Bangert-Drowns, R. L. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85, 89-99.
Bean, J. C. & Paterson, D. (1998). Grading classroom participation. New Direction in Teaching and Learning, 74, 33-40.
Carver, R. P. (1974). Two dimensions of tests: Psychometric and edumetric. American Psychologist, 29, 512-518
For comments on Carver—Cronbach, L. J. (1975). Dissent from Carver. American Psychologist, 30, 602-603.
Haladyna, T. M. (1975). On the psychometric-edumetric dimensions of tests. American Psychologist, 30, 603-604.
Fernald, P. S. & Webster, S. (1991). The merits of the take-home, closed-book exam. Journal of Humanistic Education and Development, 29, 130-142.
Hammons, J. O. & Barnsley, J. R. (1992). Everything you need to know about developing a grading plan for your course (well, almost). Journal on Excellence in College Teaching, 3, 51-68.
Lowman, J. (1995). Evaluation student performance. In Mastering the techniques of teaching (2nd Ed., pp. 251-286). San Francisco: Jossey-Bass.
McKeachie, W. J. (1999). ABC’s of assigning grades. In Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 117-129). Boston: Houghton Mifflin.
McKeachie, W. J. (1999). Testing and assessing learning: Assigning grades is not the most important function. Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 85-109). Boston: Houghton Mifflin.
McLeod, A. (1995). In lieu of tests. National Teaching & Learning Forum, 4, 1-4
Mehrens, W. A. & Lehmann, I. J. (1984). Measurement and evaluation in education and psychology (3rd Ed.). New York: Holt, Rinehart, & Winston.
Milton, O., Pollio, H. R., & Eison, J. A. (1986). Making sense of college grades: Why the grading system does not work and what can be done about it. San Francisco: Jossey-Bass.
Mitchell, L. C. (1998, May 8). Inflation isn’t the only thing wrong with grading. Chronicle of Higher Education, A72.
Ory, J. C. & Ryan, K. E. (1993). Tips for improving testing and grading: Survival skills for the scholar (Vol. 4). Newbury Park, CA: Sage Publications
Svinicki, M. D. (1987). Comprehensive finals. Center for Teaching Effectiveness Newsletter, 9 (2), 1-4.
Creating Tests
Fuhrmann, B. S. & Grasha, A. F. (1983). Basic principles for evaluating students. A practical handbook for college teachers (pp. 165-192). Boston: Little, Brown, and Company.
Jacobs, L . C. & Chase, C. I. (1992). Developing and using tests effectively: A guide for faculty. San Francisco: Jossey-Bass.
Office of Instructional & Management Services. (1983). The Assessment and improvement of instruction: Improving your test questions. University of Illinois at Urbana-Champaign.
Cheating
Davis, B. G. (1993). Preventing academic dishonesty. In Tools for teaching (pp. 299-314). San Francisco: Jossey-Bass.
Fishbein, L. (1993, December 1). Curbing cheating and restoring academic integrity. Chronicle of Higher Education, A52
Keith-Spiegel, P. Tabachnick, B. G., Whitley, B. E. Jr., & Washburn, J. (1998). Why professors ignore cheating: Opinions of a national sample of psychology instructors. Ethics & Behavior, 8, 215-227.
McKeachie, W. J. (1999). What to do about cheating. Teaching tips: Strategies, research, and theory for college and university teachers (10th Ed., pp. 111-116). Boston: Houghton Mifflin.