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Lovvorn, Al S.; Timmerman, John E. – Journal on Excellence in College Teaching, 2019
The flipped classroom, based on constructivist theory, focuses on acquiring strengths within a discipline rather than knowledge transmission. While the process of flipping the classroom has been extensively explored, little discussion has followed concerning how to effectively evaluate student learning in this new teaching paradigm. The authors…
Descriptors: Homework, Video Technology, Teaching Methods, Evaluation Methods
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Bernauer, James A.; Fuller, Richard G. – Journal on Excellence in College Teaching, 2017
The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…
Descriptors: Blended Learning, Educational Technology, Technology Uses in Education, Homework
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Schwartz, Harriet L. – Journal on Excellence in College Teaching, 2017
How do teachers situate themselves in their roles as assessors of student work? How do they maintain high standards and provide critical feedback while also doing their best not to shame students who fail to meet those standards? The purpose of this article is to propose a relational approach to assessment. This approach calls on faculty to…
Descriptors: Student Evaluation, Teacher Role, Feedback (Response), Teacher Student Relationship
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Hayford, Barbara; Blomstrom, Sally; Mumpower, Lori – Journal on Excellence in College Teaching, 2015
The purpose of the authors' research was to create a tool to evaluate science, technology, engineering, and mathematics (STEM) literacy in service-learning projects. The researchers posited that components of service-learning, which in this case included the deliverable and reflections, are examples of fundamental STEM literacy and thus can be…
Descriptors: STEM Education, Literacy, Service Learning, Student Evaluation
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Saitta, Erin K.; Zemliansky, Pavel; Turner, Anna – Journal on Excellence in College Teaching, 2015
The authors present a model for program-wide assessment of the effectiveness of writing instruction in a chemistry laboratory course. This model, which involves collaboration between faculty from chemistry, the Writing Across the Curriculum (WAC) program, and the Faculty Center for Teaching and Learning, is based on several theories and…
Descriptors: Writing Instruction, Instructional Effectiveness, Science Laboratories, Science Instruction
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Mitry, Darryl J.; Smith, David E. – Journal on Excellence in College Teaching, 2014
The authors of this article express concern about the use of parametric techniques to report faculty performance based on categorical Likert survey data gleaned from student responses to teaching evaluations. They argue that these surveys often violate primary statistical requirements for evaluative application. Therefore, the conclusions drawn…
Descriptors: Student Evaluation of Teacher Performance, Evaluation Methods, Teacher Competencies, College Faculty
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Cooper, James L.; Robinson, Pamela – Journal on Excellence in College Teaching, 2014
The authors describe several types of classroom assessment techniques (CATs) and cognitive scaffolding procedures that they have developed over the years. They then bring the procedures together in a sample lecture/group learning class presentation.
Descriptors: Student Evaluation, Evaluation Methods, Scaffolding (Teaching Technique), Lecture Method
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Richards, K. Andrew R.; Velasquez, Juan D. – Journal on Excellence in College Teaching, 2014
Constructivist approaches to education embrace students' prior learning experiences and preference for learning in social environments. However, many postsecondary classes continue to embrace lecture-styles of teaching. This study sought to understand first-year students' perceptions of the mistakes instructors make in large lecture classes.…
Descriptors: Student Attitudes, Lecture Method, Large Group Instruction, Learner Engagement
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Bilbro, J.; Iluzada, C.; Clark, D. E. – Journal on Excellence in College Teaching, 2013
The authors compared student perceptions of audio and written feedback in order to assess what types of students may benefit from receiving audio feedback on their essays rather than written feedback. Many instructors previously have reported the advantages they see in audio feedback, but little quantitative research has been done on how the…
Descriptors: Higher Education, Essays, Writing (Composition), Writing Evaluation
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Carstens, B. A.; Wright, J. M.; Coles, J. T.; McCleary, L. N.; Williams, R. L. – Journal on Excellence in College Teaching, 2013
This study developed a reliable and valid self-monitoring procedure for student use in recording and rating the quality of their individual comments in large college classes. Students used daily record cards immediately to record and rate each comment they made each day. However, a limit was set on the amount of credit students could claim for…
Descriptors: Higher Education, Student Participation, Classroom Communication, Discussion (Teaching Technique)
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Algozzine, Bob; Beattie, John; Bray, Marty; Flowers, Claudia; Gretes, John; Mohanty, Ganesh; Spooner, Fred – Journal on Excellence in College Teaching, 2010
Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that…
Descriptors: Feedback (Response), College Instruction, Student Evaluation, Opinions
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Jenkins, Deborah Bainer – Journal on Excellence in College Teaching, 2007
The culture at the authors' institution raised barriers to changing from traditional assessment to portfolio assessment in the doctoral program. A Culture of Independence presented barriers of time and functional inadequacy. A Culture of Compliance raised trust, group process, and membership issues. These barriers were managed and overcome using…
Descriptors: Higher Education, Portfolio Assessment, Doctoral Programs, Educational Change
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Snooks, Margaret K.; Neeley, Sue E.; Revere, Lee – Journal on Excellence in College Teaching, 2007
The authors investigated the effect of midterm student feedback on final ratings of college teaching and courses. Five classes including 142 students participated in pre- and posttests with the intervention of a midterm group feedback process known in the literature as Bare Bones Questions (or BBQ). Three of the four hypotheses tested were…
Descriptors: Feedback (Response), College Instruction, Student Evaluation of Teacher Performance, College Students
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Messineo, Melinda – Journal on Excellence in College Teaching, 2007
The author discusses findings from a content analysis of a national sample of 127 service-learning course syllabi to illustrate assessment strategies. Although the results demonstrate the influence of Campus Compact's recommendation to use reflective assessment in service-learning courses, the use of reflection in the syllabi varies widely.…
Descriptors: Service Learning, Content Analysis, Course Descriptions, Evaluation Methods
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Strenski, Ellen – Journal on Excellence in College Teaching, 1995
Discusses problems with summative peer evaluation of college teaching, looking at conflicting interests and mixed metaphors of faculty evaluation that obscure its process and principles. Issues related to five kinds of evaluation (judging, critiquing, assessing, appraising, rating) are examined. Argues that peers can contribute to faculty…
Descriptors: College Faculty, College Instruction, Conflict of Interest, Evaluation Methods
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