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Resource	Category	Topic
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
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
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
How do I add a rubric to a graded discussion? (Canvas Guide) Instructions for adding a discussion rubric to Canvas Type: Application Support	Assessment and Feedback, Teaching and Learning Strategies	Canvas (MyCourses), Discussion, Grading, Rubrics and Checklists
Faculty and Administrator Views on Competency Based Education (Klein-Collins, R.) A report on the impact of the Council for Adult and Experiential Learning (CAEL)-sponsored training workshops to educate faculty and staff about CBE… Type: Report	Assessment and Feedback	Competency Based Assessment
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (Nicol, D.J. and Macfarlane‐Dick, D.) The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning,… Type: Article	Assessment and Feedback	Cognitively Based Learning Interventions, Feedback, Formative Assessment
Effective student feedback: Creating and using comment banks (Webb, H.) Using comment banks to provide students with better quality feedback while also reducing teacher workload. Type: Article	Assessment and Feedback, Teaching and Learning Strategies	Feedback, Formative Assessment
Best Practices in Peer Assessment (Toronto Metropolitan University Centre for Teaching and Learning) Reviews ways that alternative assessments, also known as authentic assessments, can be used to improve student learning. Type: Website	Assessment and Feedback	Authentic/Case/Project/Problem Based Learning, Exam Alternatives
Alternatives to Traditional Testing (Berkeley Center for Teaching & Learning) Alternatives may be advantageous to promote student learning and be more authentic means of students demonstrating what they have learned at the… Type: Website	Assessment and Feedback	Authentic/Case/Project/Problem Based Learning, Exam Alternatives
Open Educational Resources: Getting Started (Scott Kimball, Eleta Exline, Catherine Overson) Presentation materials available at: https://www.unh.edu/cetl/talk-about-teaching-presentations-summer-2020 (Scroll to find presentation) Type: Presentation	Assessment and Feedback, Learning Resources	Open Educational Resources (OER)
Performing Assessment and Grading Online (Scott Kimball, Xuan Cai, Fran Keefe, Mike McIntire) Presentation materials available on the topic of performing assessment and grading online. Type: Presentation	Assessment and Feedback	Academic Honesty, Authentic/Case/Project/Problem Based Learning
Designing Better Quizzes (Magna Publications/Faculty Focus). Ideas for rethinking quiz practices. Type: Report	Assessment and Feedback	Formative Assessment, Grading, Summative Assessment
Writing Good Multiple Choice Questions (Center for Teaching, Vanderbilt University). How to write good questions, including considerations for writing multiple choice items that test higher-order thinking. Type: Website	Assessment and Feedback	Formative Assessment, Grading, Summative Assessment

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