|Title||Learning assessment techniques : a handbook for college faculty|
|Author||edited by James Hope|
|Imprint||New York : Magnum Publishing, 2016|
|Descript||xx, 329 pages : illustrations ; 23 cm|
Music assessment in higher education -- Assessment and professors' competence in Italian higher music education between tradition and new goals -- Creativity in and between collaborative peer assessment processes in higher distance education -- A higher education leadership distance Ph.D program : an assessment using blocher's ecological learning theory -- Student evaluations : synchronous tripod of tearning portfolio assessment - self-assessment, peer-assessment, instructor-assessment -- Academic diversity and assessment process for CS program accrediation -- Student experience and ubiquitous learning in higher education : impact of wireless and cloud applications -- Competency assessment and factors associated with it among health professionals at Debre Birhan Health Science College -- Why students don't like assessment and how to change their perceptions in 21st century pedagogies -- Introducing computer-based testing in high-stakes exams in higher education : results of a field experiment -- Challenged in addressing plagiarism in education -- Peer assessment enhances student learning : the results of a matched randomized crossover experiment in a college statistics class -- Negatively-marked MCQ assessments that reward partial knowledge do not introduce gender bias yet increase student performance and satisfaction and reduce anxiety -- Teaching methodology used in the master's degree programme for secondary education teacher training : student assessment -- A descriptive assessment of higher education access, participation, equity, and disparity in Ghana -- Discourses and practices in teaching methods and assessment : insights from an early career academic -- Considering reflection from the student perspective in higher education -- The use of course grades in the assessment of student learning outcomes for general education -- Contextual responsiveness : an enduring challenge for educational assessment in Africa -- Differencess in judgments of Creativity : how do academic domain, personlity, and self-reported creativity influence novice judges' evaluations of creative productions?
|Central Library (5th Floor)||378.125 B256L 2016||CHECK SHELVES|
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