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Wolf, Kenneth; Dunlap, Joanna; Stevens, Ellen – Journal of Effective Teaching, 2012
This article describes ten key assessment practices for advancing student learning that all professors should be familiar with and strategically incorporate in their classrooms and programs. Each practice or concept is explained with examples and guidance for putting it into practice. The ten are: learning outcomes, performance assessments,…
Descriptors: Educational Assessment, Student Evaluation, Educational Practices, Outcomes of Education
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Frels, Rebecca K.; Sharma, Bipin; Onwuegbuzie, Anthony J.; Leech, Nancy L.; Stark, Marcella D. – Journal of Effective Teaching, 2011
From the perspective of doctoral students and instructors, we explain a developmental, interactive process based upon the Checklist for Qualitative Data Collection, Data Analysis, and Data Interpretation (Onwuegbuzie, 2010) for students' writing assignments regarding: (a) the application of conceptual knowledge for collecting, analyzing, and…
Descriptors: Graduate Students, Graduate Study, Check Lists, Qualitative Research
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Berardi, Victor – Journal of Effective Teaching, 2011
Much of the recent research on homework focuses on using online, web-based, or computerized homework systems. These systems have many reported capabilities and benefits, including the ability to randomize values, which enables multiple attempts by a student or to reduce academic dishonesty. This study reports on the impact of using randomized…
Descriptors: Scores, Cheating, Student Evaluation, Tests
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Gao, Jinzhu; Hargis, Jace – Journal of Effective Teaching, 2010
This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as…
Descriptors: Active Learning, Computer Science Education, Technology Uses in Education, Learning Strategies
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Scheld, Suzanne – Journal of Effective Teaching, 2009
Writing has special importance in anthropology. Writing fieldnotes is a central methodology for documenting and analyzing culture, and written personal reflections upon this process are viewed as providing insight into how knowledge is produced by a "situated" researcher. That said, there is little discussion in the discipline about the…
Descriptors: Letters (Correspondence), Anthropology, Teaching Methods, Learning Processes
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Wolf, Kenneth; Connelly, Mary; Komara, Ann – Journal of Effective Teaching, 2008
This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is…
Descriptors: Instructional Improvement, Learning, Scoring Rubrics, Painting (Industrial Arts)
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Ternus, Mona P.; Palmer, Kay L.; Faulk, Debbie R. – Journal of Effective Teaching, 2007
Online courses have many components and dimensions. Both the form (structure) and the content (expression) are situated in an overall environment. The sum of these elements results in student outcomes and learning. In order to facilitate construction and evaluate the quality of an online course, a four-part rubric was designed to reflect:…
Descriptors: Benchmarking, Online Courses, Electronic Learning, Web Based Instruction
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Wolf, Kenneth; Stevens, Ellen – Journal of Effective Teaching, 2007
A rubric is a multi-purpose scoring guide for assessing student products and performances. This tool works in a number of different ways to advance student learning, and has great potential in particular for non-traditional, first generation, and minority students. In addition, rubrics improve teaching, contribute to sound assessment, and are an…
Descriptors: Scoring Rubrics, Student Evaluation, Educational Assessment, Instructional Design