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.

The learner will recognize common gestures and identify the meanings associated with those gestures.

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

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.

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.

Learners answer questions about medication from a game board with the headings "Pituitary," "Thyroid," and "Adrenal." Up to three people can play at one time. Contestants "buzz in" their answers to accumulate points.

This game is made for a group activity only.

Part 3 of designing a game for TExES PPR

In this wheel of fortune game, you'll review the common vocabulary of abnormal psychology.

Learning targets terminology for evaluation and assessment.