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.

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

Users of this learning object evaluate the early online experiences of four hypothetical students and record the lessons that can be learned about what to do and what not to do to create effective online learning environments.

Learners solve two sample problems for an abstract reasoning assessment.

Learners solve two sample problems for a numerical reasoning assessment.

Learners solve two sample problems for a mechanical 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.

Users of this learning object review a case study of an online student and her experience with her instructor. They determine the principles of good practice for teaching online.

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 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.

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 listen to other students express their concerns about taking an online course. Strategies for how to be successful in school are discussed.

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.

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.

Learners listen to effective techniques to successfully interact with customers via the telephone. They also submit their own suggested replies to customers in various scenarios. Topics include general telephone etiquette, dealing with angry callers, working with confused or unsure customers, and managing voicemail. A quiz completes this customer service activity.

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.

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.