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Resource	Category	Topic
Online Course Developer Worksheet (UNH Learning Development and Innovation) A tool for developing your course using Backward Design methodology. Type: Tool	Course Design	Backward Design, Lesson/Module Planning, Objectives
Grading Essays How-To: Use Macros to Save Time (Neal, R.) Using macros in Microsoft Word to create comment banks to more efficiently grade essays. Type: Article	Assessment and Feedback	Feedback, Formative Assessment, Summative Assessment
Structured Feedback: A Tool for Teaching and Learning (Radhakrishna, R.; Ewing, J.; Chikthimmah, N. and Hoover, T.) Structured Feedback is a mid-semester learning/assessment tool designed to provide feedback to students and for the instructor to adjust teaching… Type: Presentation	Assessment and Feedback	Feedback, Formative Assessment, Summative Assessment
Streamlining Feedback on Summative Tasks (Heriot Watt University Learning + Teaching Academy) Six ways to give feedback effectively and efficiently: collective oral reports, collective written reports, model answers with "exploded"… Type: Article	Assessment and Feedback	Feedback, Formative Assessment
Zoom Student Assistant Role and Responsibility A “concurrent classroom” with local and remote students attending at the same time is best managed with an assistant to operate Zoom during the… Type: Knowledge Base	Technologies for Teaching and Learning	HyFlex (Concurrent), Virtual Whiteboard, Web Conferencing, Zoom
Solutions for using a Whiteboard in a Concurrent Classroom (Zoom) Suggestions for using the Zoom whiteboard. Type: Application Support	Technologies for Teaching and Learning	HyFlex (Concurrent), Virtual Whiteboard, Web Conferencing, Zoom
Assessment Feedback Using Comment Banks: A Useful Approach? (Bray, J.) A feedback method of efficiently giving high quality feedback through the use of IT and comment banks has been piloted on a large cohort of students… Type: Article	Assessment and Feedback	Feedback, Formative Assessment
Measuring value-added in higher education: Conditions and caveats. Results from using the Measure of Academic Proficiency and Progress (MAPP™) (Liu, O.L.) This study examines how student progress in college, indicated by the performance difference between freshmen and seniors after controlling for… Type: Article	Assessment and Feedback	Summative Assessment
Selecting value-added models for postsecondary institutional assessment (Steedle, J.T.) The research presented here demonstrates how value-added models can be compared on three criteria: reliability, year-to-year consistency and… Type: Article	Assessment and Feedback	Summative Assessment, Value Added Assessment
An approach to measuring cognitive outcomes across higher-education institutions (Klein, S.P. ; Kuh, G.D. ; Chun, M. ; Hamilton, L. and Shavelson, R.) This study describes the results with a promising set of cognitive assessment tools that can be used to measure general as distinct from domain-… Type: Article	Assessment and Feedback	Summative Assessment, Value Added Assessment
Video Library of Teaching Techniques (with downloadable Instructor Guides) (K. Patricia Cross Academy) The K. Patricia Cross Academy sponsors a free library of teaching and learning strategies, including videos which can be searched by teaching… Type: Tutorial	Assessment and Feedback, Teaching and Learning Strategies	Active Learning, Classroom/Learning Assessment, Cognitively Based Learning Interventions, Collaborative Learning
Classroom Assessment Techniques: How Can I Tell What My Students Are Thinking? (Indiana University Bloomington Center for Innovative Teaching and Learning) An introduction to classroom assessment techniques (CATs) and a list of examples, including descriptions, suggestions for what to do with the data,… Type: Website	Assessment and Feedback, Teaching and Learning Strategies	Active Learning, Classroom/Learning Assessment, Formative Assessment
Alternatives to Traditional Exams and Papers (Indiana University Bloomington Center for Innovative Teaching and Learning) A list of exam and paper alternatives organized by purpose and performance level and guiding questions to assist faculty to determine the types of… Type: Website	Assessment and Feedback	Exam Alternatives, Summative Assessment
Facilitating Your Online Discussions (Purdue Repository for Online Teaching and Learning) Suggestions for designing and moderating discussions. Type: Article	Teaching and Learning Strategies	Discussion
High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (AACU) A summary of high-impact practices that research suggests increase rates of student retention and student engagement. Type: Article	Assessment and Feedback, Teaching and Learning Strategies	Active Learning, Collaborative Learning, ePortfolio, Exam Alternatives
Principles of Multimedia Learning (Wiley Education Resources) Introduces the cognitive psychology foundation upon which Mayer’s multimedia learning principles are built and then summarizes each principle. Type: Website	Teaching and Learning Strategies	Cognitively Based Learning Interventions, Presentation Tools
Metacognition (Vanderbilt University Center for Teaching) A summary of research and suggestions for putting metacognition into practice. Type: Website	Teaching and Learning Strategies	Cognitively Based Learning Interventions
Cognitive Load Theory: Structuring Learning Materials for Maximum Retention (Wiley Education Resources) Suggestions for reducing extraneous cognitive load and enhancing germane cognitive load when designing learning materials. Type: Website	Teaching and Learning Strategies	Cognitively Based Learning Interventions
Multimedia learning (Mayer, R.E.) Mayer’s 12 principles of multimedia instructional design organized into three sections - reducing extraneous processing, managing essential… Type: Book	Teaching and Learning Strategies	Cognitively Based Learning Interventions, Presentation Tools
Student attitudes toward group work among undergraduates in business administration, education, and mathematics (Gottschall, H. and Garcia-Bayonas, M.) This study measured students' attitude towards group work. "Free riding" and the difficulty in coordinating schedules were identified… Type: Article	Teaching and Learning Strategies	Collaborative Learning

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