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.

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 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.

Students solve five problems to determine the total impedance of a series-parallel circuit. Immediate feedback is given.

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

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.

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.

The learner reviews steps in analyzing a process and applies them to a situation in his/her own work or personal life.

Revision

We have nearly completed the assessment cycle sessions here at GU. Test your knowledge on the assessment cycle and see if you can win the highest score!

ATI nutrition

Match the principle or practice with it's definition