Education & Training

In this interactive object, learners solve a school mystery by identifying the "suspects" in the hierarchy of questioning: knowledge, comprehension, application, analysis, synthesis, and evaluation. This activity was designed for teachers and instructional assistants.

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.

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.

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.

Learners examine the benefits of using blogs in a school setting and then test their knowledge in two exercises.

Users examine ways for students to give feedback to their instructor about what they have learned and what part of the lesson is not clear.

Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.

Learners distinguish between competencies that are effective and robust, and those that are ineffective and weak. The learning object is designed for faculty who are writing or revising courses. It contains audio.

In this interactive learning object, users examine the role of expectations on students and how teachers communicate their expectations. Users complete a matching activity, watch a view, and evaluate their own teaching methods.

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."

Learners read about the types of clothing considered appropriate for a school setting. This activity is designed for students enrolled in an instructional assistant program.

In this learning activity you'll review answers to commonly asked questions about the GED/HSED essay and view the official scoring guide.

Users read about how course competencies relate to program outcomes. They listen to the testimonies of three students who describe learning activities that prepared them for the world of work. In a matching exercise, learners distinguish between course competencies and program outcomes.

Users view effective and ineffective methods of assessing a task. Flight training is used as an example of an area that needs authentic assessment.

Learners read about the types of clothing considered appropriate for a childcare setting. This activity is designed for students enrolled in an early childhood education program.

In this interactive object, learners identify the elements of the Windows platform in a drag-and-drop exercise.

The purpose of this learning object is to introduce the learner to the different processes of science.

In this interactive object, learners identify the different roles generally assumed by teachers and instructional assistants as they form a partnership in the classroom.

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.

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.

Learners listen to other students express their concerns about taking an online course. Strategies for how to be successful in school are discussed.

Learners solve two sample problems for a numerical reasoning assessment.

Learners choose the meaning of a selected word in a sentence.

Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided.