Nine Principles of Good Practice for Assessing Student Learning: Where Do I Stand?
By Terri Langan
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.
Numerical Reasoning Assessment Examples
By Marie Hechimovich
Learners solve two sample problems for a numerical reasoning assessment.
Phonics and Whole Language
By Leanne Healy, Dawn Matott
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.
Principle-Based Teaching Inventory
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.
Processes of Science
By Dawn Matott
The purpose of this learning object is to introduce the learner to the different processes of science.
Proper Diapering Procedure
By Joan Klinkner
Learners consider the steps and supplies to use when diapering infants and toddlers. The proper diapering procedure not only meets basic care and sanitation needs but builds relationships and promotes the child’s learning. Brief quizzes complete the learning object.
Questioning Clue: Are You an Effective Questioner?
By Tracy Blahnik
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.
Reading Across the Curriculum
By Leanne Healy
In this learning object designed for educators, users review strategies for teaching reading in all classrooms, not just in the reading or language arts classroom. Two pages contain audio.
Reading Comprehension Assessment Example
Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided.
Reflections: Learning Together About Formative Assessment Tools
By Laurie Barz
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.
Relating Course Competencies to Program Outcomes
By Alex Birkholz, Ann Jadin
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.
Scenario for Communicate Clearly: Trading Places
By Rosie Bunnow
Scenario for Communicating Clearly: Allen's Slipping Production
Scenario for Directions: Delivery Sequence
Scenario for Maintaining Integrity: The Missing Tools
Scenario for Maintaining Integrity: Your Promise to Allen
Scenario for Problem Solving: Combining Deliveries II
Scenario for Problem Solving: Combining Deliveries I
Scenario for Teamwork: Missing Roles
Scenario: The Walkathon
Scenario: Accept the Job?
Scenario: Closing the Store Alone
Scenario: Meeting My New Coworkers
Scenario: Returning the Call
Scenario: The Boss's Nephew