|
This
article
describes
a
study
in
which
the
number
of
exams
administered
in
a
semester
was
examined
to
determine
its
impact
on
students'
grades
and
on
course
evaluations
regarding
their
recommendation
of
the
course
and
the
instructor
to
other
students.
The
course
was
an
introductory
soil
science
course
in
which,
over
3
semesters,
5
exams
were
given
per
semester.
For
the
next
5
semesters,
the
number
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This
article
describes
a
study
in
which
the
number
of
hours
that
students
studied
(determined
by
askng
them)
was
examined
to
see
how
it
affected
exam
performance.
The
study
covered
two
courses
at
different
institutions
over
a
total
of
six
semesters.
Using
the
overall
exam
averages
and
regression
analysis,
the
researchers
calculated
that
students
needed
to
invest
from
3.0
to
4.4
hours
to
earn
an
average
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
In
2000,
the
Cornell
University
Department
of
Natural
Resources
embarked
on
a
new
program,
4-H
Environmental
Inquiry
(4-H
EI).
The
goal
of
the
program
was
to
build
the
capacity
of
Cornell
Cooperative
Extension
(CCE)
educators
to
play
a
key
role
in
science
education
reform
in
their
communities,
through
providing
opportunities
for
youth
to
engage
in
authentic,
open-ended
research.
The
purpose
of
this
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This
collection
of
eight
essays
was
written
by
participants
at
the
2005
On
the
Cutting
Edge
workshop
entitled
Understanding
What
Our
Geoscience
Students
Are
Learning:
Observing
and
Assessing.
One
article
draws
parallels
between
the
order-in-chaos
of
fractal
mathematics
and
the
order-in-chaos
of
what
good
teaching
looks
like.
Another
text
summarizes
design
principles
forged
and
some
of
the
assessments
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This page provides an overview of the evaluation activities of the Center for Technology in Learning (CTL). There are links to a number of past and present CTL evaluation projects. Also available is a collection of publications by members of the CTL group.
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This page describes the Center for Teaching and Learning's (CTL) assessment-related efforts and activities and provides links to information about various individuals involved in CTL work, past and present CTL projects, and selected publications authored by CTL staff.
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This
document
contains
the
design
and
rationale
for
assessing
science
achievement
of
students
throughout
the
United
States
in
2005.
This
same
science
assessment
framework
was
used
by
National
Assessment
of
Educational
Progress
(NAEP)
for
the
1996
and
2000
science
assessments.
The
document
provides
a
general
overview
of
NAEP,
describes
the
NAEP
Science
Framework
adopted
by
the
National
Assessment
Governing
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
This
article
describes
a
study
to
investigate
and
describe
methods
of
teaching
evaluation
used
by
departments
of
plant
and
soil
science
and
agricultural
economics
at
land-grant
institutions
in
the
United
States.
The
study
consisted
of
a
mail
survey
and
telephone
interviews.
The
authors
present
the
survey
and
interview
data
together,
using
the
two
data
streams
to
clarify
one
another.
They
used
chi-square
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
Peer
review
of
teaching
can
help
departments
improve
their
treatment
of
teaching
as
disciplinary
scholarship.
Peer
review
encourages
collegial
discussion
about
teaching
and
creates
a
framework
for
thorough
evaluation
of
teaching.
The
authors
of
this
article
reviewed
literature
that
describes
the
benefits
of
peer
review,
and
that
which
describes
steps
for
implementing
departmental
peer
review
programs.
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
|
The
University
of
Kentucky
Department
of
Agronomy
instituted
a
system
of
peer
review
of
teaching
in
1996.
Professors
observe
the
teaching
of
their
peers
with
the
intent
of
helping
one
another
improve.
Reviews
usually
include
a
preliminary
meeting
between
the
instructor
and
two
reviewers,
several
in-class
visits,
some
analysis
of
classroom
materials,
and
a
wrap-up
meeting.
The
peer
review
program
now
...
|
|
|
|
|
Choosing & Using this resource...
Related resources and collections
This resource is included in the following collections:
|
||||
