3.13 References
- Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
- Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5): 13-18.
- Arter, J., & J. Chappuis. (2007). Creating and recognizing quality rubrics. Upper Saddle River, NJ:Pearson/Merrill Prentice Hall.
- Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629-643.
- Falchikov, N. (2004). Involving students in assessment. Psychology Learning & Teaching, 3(2), 102-108.
- Harlen, W. (2007). Assessment of Learning. London: Sage
- Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275.
- Maki, Peggy L. (2002). Developing an Assessment Plan to Learn about Student Learning. The Journal of Academic Librarianship, 28 (1). 8–13.
- McKinney, Brinda K. (2018). The Impact of Program-Wide Discussion Board Grading Rubrics on Students and Faculty Satisfaction. Online Learning, 22(2). p289-29.
- Meikleham, A., & Hugo, R. J. (2017). Understanding Feedback to Improve Online Course Design. In 13th International CDIO Conference. Calgary, AB.
- Reddy, Y.M., & Andrade, H. (2010) A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448, DOI: 10.1080/02602930902862859
- Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795 Links to an external site.
- Stiggins, R.J. (2001). Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice-Hall.