Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education

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Schreiner, Christopher S.
IGI Global, May 31, 2009 - Computers - 500 pages
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Educational institutions across the globe have begun to place value on the technology of assessment instruments as they reflect what is valued in learning and deemed worthy of measurement.

The Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education combines in-depth, multi-disciplinary research in learning assessment to provide a fresh look at its impact on academic life. A significant reference source for practitioners, academicians, and researchers in related fields, this Handbook of Research contains not only technological assessments, but also technologies and assumptions about assessment and learning involving race, cultural diversity, and creativity.

 

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BORING FUCK SHIT

Contents

MultiTier Design Assessment in the Development of Complex Organizational Systems
1
A Critical Thinking Rubric as the Basis of Assessment and Curriculum
22
A Survey of Effective Technologies to Assess Student Learning
47
Assessing Creativity Using the Consensual Assessment Technique
65
Creativity Assessment in Higher Education
78
The Technology of Writing Assessment and Racial Validity
97
Qualitative and Quantitative Methods as Complementary Assessment Tools
121
Effects of Assessment Results on a Writing and Thinking Rubric
135
Peer Assessment for Development of Preservice Teachers
263
Workshops and EPortfolios as Transformational Assessment
281
The Student as the Unit of Analysis
291
Redefining Writing Reality with MultiModal Writing and Assessment
298
Engaging Faculty as a Strategic Choice in Assessment
317
Developing a Receptive and FacultyFocused Environment for Assessment
337
New Collaborations for Writing Program Assessment
348
Reporting Race and Ethnicity in International Assessment
368

Assessing Outcomes in a Technical Communication Capstone
152
Assessing the Composition Program on Our Own Terms
167
A Case Study of Instructional Delivery Formats
185
Inverting the Remedial Mathematics Classroom with Alternative Assessment
205
A Case Study of Authentic Assessment
213
Outcomes Assessment in Japanese Language Instruction
231
Assessing the Effectiveness of a Basic Writing Course
249
Method Development for Assessing a Diversity Goal
386
Glossary
405
Compilation of References
418
About the Contributors
453
Index
461
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About the author (2009)

Christopher S. Schreiner is Professor of English and Chair of the Division of English and Applied Linguistics at the University of Guam. Before teaching on Guam, he was a Professor of Literature at Fukuoka Women’s University in Japan, and a Professor of Integrated Arts and Sciences at Hiroshima University. He has coordinated assessment for the Division of English and Applied Linguistics in preparation for the WASC visit, and authored the summary assessment report for the grant-funded Project HATSA in the College of Liberal Arts and Social Sciences at the University of Guam. One of his recent articles, “Scanners and Readers: Digital Literacy and the Experience of Reading” appeared in the IGI Global book, Technology and Diversity in Higher Education (2007). [Editor]

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