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 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.

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."

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.

Students read how to record relevant information on a test tray evaluation form. They enter their own analysis of the data in a practice exercise.

Students listen to three telephone messages and enter their evaluation of each one. They then read a list of guidelines for leaving effective messages.

Students make observations and formulate an evaluation that includes diagnosis, microorganism identification, and treatment.

In this learning activity you'll observe information and formulate an evaluation that includes diagnosis and microorganism identification.

Students make observations and formulate an evaluation that includes diagnosis and microorganism identification and treatment.

In this learning activity you'll make observations and formulate an evaluation including diagnosis and microorganism identification.

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.