Learners play a game to review concepts connected with student assessment. The categories on the game board are "General Assessment," "Science Assessment," "Math Assessment," and "Famous Scientists."
Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.
Learners examine the do's and don'ts of blogging in a school setting. They compare the features of a student blog with those of a classroom community blog. This learning object is particularly designed for instructors.
Learners examine the benefits of using blogs in a school setting and then test their knowledge in two exercises.
The users of this learning object read a brief introduction to the six levels of Bloom's Cognitive Taxonomy and quiz themselves on a basic understanding of the levels.
This lesson focuses on the affective domain, which refers to attitudes of awareness, interest, attention, concern and responsibility. Users quiz themselves on their basic understanding of the content.
Learners read about the six levels of the psychomotor domain taxonomy and quiz themselves on a basic understanding of the content.
In a drag-and-drop exercise, the learner considers various food items and determines if they improve brain functioning. This learning object is designed for instructional assistants.
This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.
In this interactive object, learners examine the characteristics of effective visual displays. This activity is designed primarily for instructional assistants.
In this object designed for instructional assistants, learners read about the laws that pertain to student school records. Three case studies are presented and learners write about how they would respond in these situations.
Users view effective and ineffective methods of assessing a task. Flight training is used as an example of an area that needs authentic assessment.
The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.
In this interactive object, learners examine the characteristics of left- and right-brain thinkers. This activity has audio.
Users of this learning object review a case study of an online student and her experience with her instructor. They determine the principles of good practice for teaching online.
In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.
Learners solve two sample problems for a numerical reasoning assessment.
In this interactive object, learners examine terminology dealing with phonics and whole language and identify the different types of activities that would be seen in a phonics-based or whole language classroom. Part of this activity has audio.
Instructors complete a simple, informal inventory that helps them to see how they use the Seven Principles of Good Practice in Undergraduate Education developed by Chickering and Gamson (supported by AAHE, ACE, Johnson and Lilly foundations) in 1987.
The purpose of this learning object is to introduce the learner to the different processes of science.