Assessment

A Guide to Electronic and Printed References

Assessment

For other resources related to Assessment see also

http://www.samford.edu/pbl/pbl_main.html
Center for Problem-Based Learning Research and Communications (Annotated at Problem-based learning)

http://ericae.net/
Clearinghouse for Assessment, Evaluation and Research Information

Collects journal articles and published reports as well as educational and legislative news in its areas of interest; permits online searching of the database (use appropriate subjects like distance learning, etc); publishes a peer-reviewed electronic journal: Practical Assessment, Research and Evaluation (http://ericae.net/pare) (Last update: 2001)

http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/webeval.html
Evaluating Web Resources (Annotated at Information literacy)

http://www.library.vcu.edu/help/evaluate.html
VCU Instructional & Outreach Service
Evaluating your Sources (Annotated at Information literacy)

http://www.geteducated.com/articles/dlfaq.htm
geteducated.com (Annotated at Accreditation)

http://www.cwrl.utexas.edu/~syverson/olr/contents.html
The Online Learning Record.

A new assessment tool for learning and learning outcomes, based on comprehensive portfolio building. Promotes self-assessment, communication and the development of objectivity. Focus on written expression in any subject and writing as the prime focus of communication in an online environment. Administered by the Center for Language in Learning (619) 443-6320 e-mail: lrecord@cll.org This is an alternative to the standardized testing advocated by the politicians. (Last update July 2001)

http://www.ku.edu/cwis/units/coms2/po/index.html
Online Survey Research/Public Opinion Centers: a Worldwide Listing
(Annotated at Opinion research)

http://www.hebes.mdx.ac.uk/teaching/Reseach/PEPBL
Project on the Effectiveness of Problem Based Learning (Annotated at Problem-based learning)

http://www.vpaa.uillinois.edu/tid/report/tid_report.html
Teaching at Internet Distance: The Pedagogy of Online Teaching and Learning. The Report of a 1998-1999 University of Illinois Faculty Seminar (Annotated at Screen pedagogy)

Black, Laurel, et al, eds. New Directions in Portfolio Assessment. Portsmouth, NH: Boynton/Cooke Publishers, 1994.

This book addresses several critical questions of practice and theory of portfolio assessment representing a wide range of approaches and voices. Here are some of the questions:

1.How do we move beyond simple scoring to support the complex nature of the portfolios we were assessing?
2.Can we find new ways to make portfolios as successful in large-scale applications as they have been in classrooms?
3.How can portfolios bridge the gap between locally generated criteria for competence in writing and more general construction of good writing?

Krueger, Richard A. Focus Groups: A Practical Guide for Applied Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 1998 (Annotated at Teamwork)

Lazear, David, Multiple Intelligence Approaches to Assessment: Solving the Assessment
Conundrum, 1994, Zephyr Press, Tucson, AZ. (Annotated at Multiple intelligences)

http://www.unicom.unizh.ch/magazin/archiv/4-98/wissensgesellschaft.html
Lernen in der Wissensgesellschaft (Learning in the Knowledge Society). Lorenz Mueller, Ex. Dir.
Virtuelle Hochschule, Switzerland (in German) 1998.

First report on the history, development, and activities of a Swiss consortium of major universities conducting distance education courses. Of special interest are the evaluated results of the pilot program:

1. Students of the program scored equally well or even than those attending regular classes.
2. In these first courses the drop-out rate was higher than for regular instruction but intensified and targeted communication between students and tutors reversed this trend in subsequent courses.
3.The participants evaluated the total concept as either 'good' or 'very good'. Especially
appreciated was 'gain in study flexibility' but for the acquisition of 'central' or 'difficult' course content the traditional classroom instruction was preferred.
4. Students suggested that up to 50% of course requirements could be done by interactive
distance learning programs.

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