Assessments References

Allen, D., & Tanner, K. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE-Life Sciences Education, 5(3), 197 - 203.

Bajis, D., Chaar, B., & Moles, R. (2020). Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning. Pharmacy, 8(2),81; doi.10.3390/pharmacy8020081.

Boye, A. (2019). Writing Better Essay Exams. IDEA paper #76.

Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395–406. 

Brame C.J. & Biel R. (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. CBE—Life Sciences Education, 14, 1-12.

Brown, P. C., Roediger III, H.L., McDaniel, M.A. (2015). Make It Stick: The Science of Successful Learning, Belknap Press, Cambridge, MA.

Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test Anxiety and Academic Performance in Undergraduate and Graduate Students. Journal of Educational Psychology, 97(2), 268-274. doi:10.1037/0022-0663.97.2.26

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14 (1), 4 – 58.

Elbow, P. (1983). Embracing Contraries in the Teaching Process. College English, 45(4), 327-339.

Fink, L. D. (2013). Creating Significant Learning Experiences, Jossey-Bass, San Francisco, CA.

Harris, R.B., Grunspan, D.Z., Pelch, M.A., Fernandes, G., Ramirez, G. & Freeman, S. (2019). Can test anxiety interventions alleviate a gender gap in an undergraduate STEM course? CBE Life Sciences Education, 18:ar35. DOI: 10.1187/cbe.18-05-0083.

Hsu, J.L., & Goldsmith, G.R. (2021).  Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE – Life Sciences Education, 20 (1), 1 – 13.

Khanna, M. M., Brack, A. S. B., Finken, L. L. (2013). Short- and Long-Term Effects of Cumulative Finals on Student Learning. Teaching of Psychology, 40(3), 175 – 182.

Kogan, J.R., Hatala, R., Hauer, K.E., and Holmboe, E. (2017). Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education. Perspectives on Medical Education, 6, 286-305.

Lawrence, N.K. (2013). Cumulative Exams in the Introductory Psychology Course. Teaching of Psychology, 40(1), 15 – 19.

McTighe, J. & Willis, J. (2019). Understanding by Design Meets Neuroscience, ACSD, Alexandria, VA.

Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.

Pandey, C. & Kapitanoff, S.H. (2011). The influence of anxiety and quality of interaction on collaborative test performance. Active Learning in Higher Education, 12(3), 163-174.

Pangaro, L. & ten Cate, O. (2013). Frameworks for learner assessment in medicine, AMEE Guide No. 78, Medical Teacher, 35(6), e1197-e1210.

Piontek, M.E. (2008). Best Practices for Designing and Grading Exams, CRLT Occasional Paper # 24.

Ramirez, G. & Beilock, S.L. (2011). Writing About Testing Worries. Science, 331(6014) 211-213. doi: 10.1126/science.1199427.

Rodriguez, M.C., (2005). Three Options are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. Educational Measurement: Issues and Practice, 24(2), 3 – 13.

Sotola, L.K. & Crede, M. (2020). Regarding class quizzes: a meta-analytic synthesis of studies on the relationship between frequent low stakes testing and class performance. Educational Psychology Review, 10.1007/s10648-020-09563-9.

Violato, C. (2019). Assessing Competence in Medicine and Other Health Professions, CRC Press, Boca Raton, FL. 

Wiggins, G. & McTighe, J. (2005). Understanding by Design, ASCD, Alexandria, VA.

Wlodkowski, R. J. & Ginsberg, M. B. (1995) Engendering Competence. In Diversity and Motivation: Culturally Responsive Teaching. San Francisco, CA: Jossey-Bass, pp. 250-52.

Xu et al., (2016). Multiple-Choice Questions: Tips for Optimizing Assessment In-Seat and Online. Scholarship of Teaching and Learning in Psychology, 2(2),147-158.