Call Number: Full e-book available through the libraries.
Publication Date: 2018-02-13
This third edition of Suskie's text adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and more.
Assessing Learning With Writing Assignments and Projects
The WAC Program at UW-Madison supports instructors in designing and refining writing assignments, in-class activities, feedback strategies, and more. (You'll get to work with the team directly during the first module of our second semester in MTLE, but you're also welcome to connect with them beforehand!)
This is a collection of strong writiting assignments composed by instructors at UW (including many MTLE Fellows). Specialists in the Writing Across the Curriculum Program have annotated many of the assignments to describe their strengths and unpack further strategies.
This toolkit provides principles as well as practical strategies and applied examples for designing effective high-stakes as well as low-stakes writing assignments (including online posts, digital media projects, and more).
Call Number: Full e-book & hardcopy available through the libraries
Publication Date: 2021-06-09
An updated version of a resource that has long been a staple for many who teach writing and critical thinking skills. In addition to excellent, research-based guidance, this text provides many examples of authentic assessments and rubrics.
Call Number: Full ebook available through the WAC Clearinghouse.
Publication Date: 2008
During our B2 module in MTLE, many instructors express interest in learning different ways to compose an authentic role, audience, and task for their assingnments. This text provides ideas on how to effectively define a writing task, explore the expectations for a composition activity, and assemble the supporting materials that students need to do their best work. (Of particular relevance is Ch. 4: Defining New Tasks for Standard Writing Activities.)
The Transparency in Learning and Teaching (TILT) Framework
Transparent teaching methods help students understand how and why they are learning in particular ways. The Transparency in Learning and Teaching project aims to advance equitable teaching and learning practices that reduce systemic inequities in higher education by advocating for a series of transparent instruction principles and practices. The TILT checklist is a valuable resource for authentic assessment design. The website also features multiple examples of assignments before and after being revised to enhance transparency and authenticity.
Call Number: Full e-book available through the libraries
Publication Date: 2020-12-30
In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, some in K-12. This research-based text includes honest reflections on what makes ungrading challenging and stories about what makes it transformative.
Call Number: Full ebook available through the Writing Across the Curriculum Clearinghouse
Publication Date: 2019-09-06
In Labor-Based Grading Contracts, Asao B. Inoue argues for the use of labor-based grading contracts along with compassionate practices to determine course grades. The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs.
Call Number: Full ebook available through the libraries.
Publication Date: 2021-11-01
This book engages the discussion of labor-based grading by expanding the scope of this assessment practice to include students who are disabled and multiply marginalized. Through the lens of disability studies, the book critiques the assumption that labor is a neutral measure by which to assess students and explores how labor-based grading contracts put certain groups of students at a disadvantage. Ellen C. Carillo offers engagement-based grading contracts as an alternative that would provide a more equitable assessment model. The book explores the history of labor-based grading contracts, reviews the scholarship on this assessment tool, highlights the ways in which it normalizes labor as an unbiased tool, and demonstrates how to extend the conversation in new and generative ways both in research and in classrooms. Carillo encourages instructors to reflect on their assessment practices by demonstrating how even assessment methods that are designed through a social-justice lens may unintentionally privilege some students over others.