Large introductory classes, with their expansive curriculum, demand assessment strategies that blend efficiency with reliability, prompting the consideration of multiple-choice (MC) tests as a viable option. Crafting a high-quality MC test, however, necessitates a meticulous process involving reflection on assessment format appropriateness, test…

The holistic module learning and protocol-guided learning concepts underpin 271 Education Group's learning protocols. This article discussed the history of learning protocol development and its significance. Using the experience of 271 Education Group as an example, we attempted to illustrate the fundamental structure of learning protocols. It is…

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…

The present study deeply aims to reveal teachers' reflection and their reflective thinking levels on the different dimension of their teaching practice with regard to the dimension of learning objectives, content, learning-teaching process, and measurement and evaluation in the context of English courses. The study was designed as case study…

How to improve geography education via teacher preparation programs has been a concern for nearly three decades, but few examples of a single, comprehensive university-level course exist. The purpose of this article is to share the model of a pre-service geography education methods course. Within the course, geography content (physical and social)…

This White Paper offers a framework for art educators to evaluate the alignment of their assessment methods and goals/objectives for student learning. This effort is an attempt to develop "understandable guidelines" for classroom assessment, specifically attending to the issue of validity. Assessments are valid insofar as they produce…

In this commentary, I consider the three empirical studies in this special issue based on two main aspects: (a) the nature of the learning progressions and (b) what formative assessment practice(s) were investigated. Specifically, I describe differences among the learning progressions in terms of scope and grain size. I also identify three…

In the midst of a global pandemic in spring 2020, physical chemistry faculty gathered to share strategies and resources for teaching remotely. During this conversation, instructors created a shared document compiling the challenges they faced in spring 2020 and ways to improve teaching and learning in the physical chemistry classroom and…

According to accreditation and professional bodies, evaluation and grading are a high priority in counselor education. Specifications grading, an evaluative tool, can be used to increase grading rigor. This article describes the components of specifications grading and applies the framework of specifications grading to a counseling theories course.

Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…

For the past ten years, the author has been teaching a dual credit college first-year writing course to seniors in high school. In this article, the author presents a framework for writing instruction and evaluation that centers on students responding to current topics and issues through digital writing for an authentic audience.

Courses: Introduction to Communication; small group; interpersonal. Objectives: This single activity demonstrates: (1) how interdependence can lead to better group outcomes than individual outcomes can; (2) how diversity of knowledge from multiple contributors helps group functioning; and (3) how students can be introduced to members of the…

Courses: Persuasion; Persuasive Speaking. Objectives: Students will demonstrate the ability to apply persuasive concepts in constructing persuasive messages creatively, and students will present and analyze their persuasive messages.

Courses: Intercultural Communication; any course with an intercultural communication unit. Objectives: Students will demonstrate the self-awareness imperative in intercultural communication, explore their own cultural identities, and reflect on others cultural identities in order to build their intercultural communication competence.

Courses: Any communication course requiring a literature review, including, but is not limited to, Communication Research Methods and Communication Theory. Objectives: After completing this activity, students should be able to write better literature reviews by (1) locating a range of resources; (2) identifying a variety of relevant information…