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

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."

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.

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.

Learners solve two sample problems for an abstract reasoning assessment.

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 solve two sample problems for a mechanical reasoning assessment.

Learners solve two sample problems for a numerical reasoning assessment.

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

Learners mentally manipulate two-dimensional diagrams to visualize the objects in their three-dimensional forms.

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

Learners use peripheral vascular assessment data to examine characteristics of these four conditions: peripheral arterial disease, deep vein thrombosis, chronic venous insufficiency, and acute arterial occlusion. A matching exercise completes the learning object.

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.

Formulas and Functions in Microsoft Excel

A learning object to illustrate the right way to enter formulas and functions in Excel.

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.

In this learning activity you'll outline a conversation using the transactional communication model. The print and Email function has been disabled. You may take a screenshot of the last screen if needed.

Students view diagrams of nails and read the client's nail history. They then determine if the affected nail has a disease or a disorder and recommend salon treatment and home care.

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.

In this highly interactive and animated object, learners complete three exercises to identify the cranial nerves and their functions.

In this highly interactive and animated object, learners complete three exercises to identify the cranial nerves and their functions.