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Meaningful and Manageable Program Assessment: A How-To Guide for Higher Education Faculty

1st edition, 2017

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Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference

Journal of educational psychology, 2003-12, Vol.95 (4), p.833-846

2003

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Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?

Learning and individual differences, 2006, Vol.16 (4), p.321-335

2006

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Three obstacles to validating the Verbal-Imager Subtest of the Cognitive Styles Analysis

Personality and individual differences, 2005-09, Vol.39 (4), p.845-848

2005

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Individual differences in gender role beliefs influence spatial ability test performance

Learning and individual differences, 2005, Vol.15 (2), p.99-111

2005

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Surveys: Finding Out What Your Students Think

Meaningful and Manageable Program Assessment, 2017, p.99-111

1, 2017

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Organizing, Summarizing, and Presenting Your Evidence: Using Microsoft Excel to Make Sense of Your Data

Meaningful and Manageable Program Assessment, 2017, p.113-124

1, 2017

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Creating a Culture of Assessment: Tips for Keeping Assessment Meaningful, Manageable, and Sustainable

Meaningful and Manageable Program Assessment, 2017, p.141-148

1, 2017

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Introduction: Putting Assessment Into Context

Meaningful and Manageable Program Assessment, 2017, p.1-4

1, 2017

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Closing the Loop: Interpreting Results and Taking Action

Meaningful and Manageable Program Assessment, 2017, p.125-133

1, 2017

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An Overview of Assessment Concepts and Principles: Improving Student Learning

Meaningful and Manageable Program Assessment, 2017, p.5-12

1, 2017

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Rubrics: Creating and Using Rubrics for Program Assessment

Meaningful and Manageable Program Assessment, 2017, p.71-86

1, 2017

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Student Learning Outcomes: Articulating What You Want Students to Learn

Meaningful and Manageable Program Assessment, 2017, p.23-32

1, 2017

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Assessment Measurement Tools: Determining What Your Students Are Learning

Meaningful and Manageable Program Assessment, 2017, p.55-70

1, 2017

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Curriculum and Outcome Mapping: Understanding the Path to Student Learning in Your Program

Meaningful and Manageable Program Assessment, 2017, p.33-42

1, 2017

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Planning: Creating a Meaningful and Manageable Assessment Plan for Your Program

Meaningful and Manageable Program Assessment, 2017, p.43-54

1, 2017

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Record Keeping: Keeping Track of Your Work

Meaningful and Manageable Program Assessment, 2017, p.135-140

1, 2017

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Mission, Goals, and Outcomes: Looking at the Big Picture

Meaningful and Manageable Program Assessment, 2017, p.13-21

1, 2017

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Exams: Asking Questions That Provide the Answers You Need

Meaningful and Manageable Program Assessment, 2017, p.87-98

1, 2017

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Assessing Advanced Writing with AAC&U's VALUE Rubric: A Four‐Institution Collaboration

Assessment update, 2018-03, Vol.30 (2), p.5-11

2018

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ABOUT THE AUTHORS

Meaningful and Manageable Program Assessment, 2017

2017

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GLOSSARY

Meaningful and Manageable Program Assessment, 2017

2017

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APPENDIX Additional Assessment Resources

Meaningful and Manageable Program Assessment, 2017

2017

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The role of prior experience in self -efficacy calibration

Massa, Laura J

2005

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Effect of a community-led sanitation intervention on child diarrhoea and child growth in rural Mali: a cluster-randomised controlled trial

The Lancet global health, 2015-11, Vol.3 (11), p.e701-e711

2015

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Meaningful and Manageable Program Assessment: A How-To Guide for Higher Education Faculty

Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference

Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?

Three obstacles to validating the Verbal-Imager Subtest of the Cognitive Styles Analysis

Individual differences in gender role beliefs influence spatial ability test performance

Surveys: Finding Out What Your Students Think

Organizing, Summarizing, and Presenting Your Evidence: Using Microsoft Excel to Make Sense of Your Data

Creating a Culture of Assessment: Tips for Keeping Assessment Meaningful, Manageable, and Sustainable

Introduction: Putting Assessment Into Context

Closing the Loop: Interpreting Results and Taking Action

An Overview of Assessment Concepts and Principles: Improving Student Learning

Rubrics: Creating and Using Rubrics for Program Assessment

Student Learning Outcomes: Articulating What You Want Students to Learn

Assessment Measurement Tools: Determining What Your Students Are Learning

Curriculum and Outcome Mapping: Understanding the Path to Student Learning in Your Program

Planning: Creating a Meaningful and Manageable Assessment Plan for Your Program

Record Keeping: Keeping Track of Your Work

Mission, Goals, and Outcomes: Looking at the Big Picture

Exams: Asking Questions That Provide the Answers You Need

Assessing Advanced Writing with AAC&U's VALUE Rubric: A Four‐Institution Collaboration

ABOUT THE AUTHORS

GLOSSARY

APPENDIX Additional Assessment Resources

The role of prior experience in self -efficacy calibration

Effect of a community-led sanitation intervention on child diarrhoea and child growth in rural Mali: a cluster-randomised controlled trial

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