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EDPD 8011 Authentic Assessment: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDPD 8011 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please Ask a Librarian if you have any questions about the links.

 

Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39(2), 205-222.

Baker, L., Cooperman, N., & Storandt, B. (2013). Reading, writing, "and" rubrics: Norming process guides teachers as they evaluate student work. Journal of Staff Development, 34(4), 46-49.

Britton, T. (2011). Using formative and alternative assessments to support instruction and measure student learning. Science Scope, 34(5), 16-21.

Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-based learning. New Directions For Teaching & Learning, 2008(116), 69-78.

Çevik, Y. D., Ha┼člaman, T., & Çelik, S. (2015). The effect of peer assessment on problem solving skills of prospective teachers supported by online learning activities. Studies in Educational Evaluation, 44, 23-35.

Cobo, C. (2013). Skills for innovation: Envisioning an education that prepares for the changing world. Curriculum Journal, 24(1), 67-85. 

Comer, M. (2011). Young adult literature and alternative assessment measures. Theory Into Practice, 50(3), 239-246.

Cross, J. (2012). Lasting legacy for achievement: Colorado coaches boost teacher effectiveness with a rubric for professional learning. Journal of Staff Development, 33(5), 36-44.

DeLuca, C., & Bolden, B. (2014). Music performance assessment: Exploring three approaches for quality rubric construction. Music Educators Journal, 101(1), 70-76. 

Denton, D.W., & Wicks, D. (2013). Implementing electronic portfolios through social media platforms: Steps and student perceptions. Journal of Asynchronous Learning Networks, 17(1), 123-133.

El-Mowafy, A. (2014). Using peer assessment of fieldwork to enhance students' practical training. Assessment & Evaluation in Higher Education, 39(2), 223-241. 

English, M.C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary Journal of Problem-based Learning, 7(2), 128-150. 

Erickson, J.A. (2011). How grading reform changed our school. Educational Leadership, 69(3), 66-70.

Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J., & Conde, M.Á. (2015). Using learning analytics to improve teamwork assessment. Computers in Human Behavior, 47, 149-156. 

Fisher, D., & Frey, N. (2011). Feed up, feedback, and feed forward. Science and Children, 48(9), 26-30.

Gallego-Arrufat, M.J., & Dandis, M. (2014). Rubrics in a secondary mathematics class. International Electronic Journal of Mathematics Education, 9(1/2), 75-84.

García-Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university contexts. Electronic Journal of Research in Educational Psychology, 9(3), 1043-1061.

Gómez, M. (2013). GPS  and geography: Using technology to apply geography with middle grade students. . Social Studies Research and Practice, 8(2), 43-45. 

Graff, N. (2011). "An effective and agonizing way to learn": Backwards design and new teachers' preparation for planning curriculum. Teacher Education Quarterly, 38(3), 151-168.

Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal. Australasian Journal of Educational Technology, 31(1), 51-66.

Jones, S.A., Downs, E., & Jenkins, S.J. (2015). Transparency in the eportfolio creation process. TechTrends: Linking Research and Practice to Improve Learning, 59(3), 64-70.

Kearney, S., Perkins, T., & Kennedy-Clark, S. (2015). Using self- and peer-assessments for summative purposes: Analysing the relative validity of the AASL (authentic assessment for sustainable learning) model. Assessment & Evaluation in Higher Education, 1-14. 

Keeley, P. (2014). Formative assessment probes: Is it a theory? Speaking the language of science. Science and Children, 52(1), 26-28.

Keenan, D.S. (2013). Experiential learning and outcome-based education: A bridge too far within the current education and training paradigm. Journal of Applied Learning Technology, 3(2), 13-19.

Ko, S.-S. (2014). Peer assessment in group projects accounting for assessor reliability by an iterative method. Teaching in Higher Education, 19(3), 301-314. 

Marshall, J.C., Horton, R.M., & White, C. (2009). Equipping teachers. Science Teacher, 76(4), 46-53.

McLaughlin, C.A., McLaughlin, F.C., & Pringle, R.M. (2013). Simply performance assessment. Science and Children, 51(3), 50-55.

Mumm, K., Karm, M., & Remmik, M. (2015). Assessment for learning: Why assessment does not always support student teachers’ learning. Journal of Further and Higher Education, 1-24. 

Newhouse, C.P. (2013). Using digital technologies to improve the authenticity of performance assessment for high-stakes purposes. Technology, Pedagogy and Education, 24(1), 17-33. 

Nordrum, L., Evans, K., & Gustafsson, M. (2013). Comparing student learning experiences of in-text commentary and rubric-articulated feedback: Strategies for formative assessment. Assessment & Evaluation in Higher Education, 38(8), 919-940. 

Rimor, R., Rosen, Y., & Naser, K. (2010). Complexity of social interactions in collaborative learning: The case of online database environment. Interdisciplinary Journal of E-Learning & Learning Objects, 6, 355-365.

Rosen, Y., & Foltz, P.W. (2014). Assessing collaborative problem solving through automated technologies. Research & Practice in Technology Enhanced Learning, 9(3), 389-410.

Rumohr, F. (2013). Reflection and inquiry in stages of learning practice. Teaching Artist Journal, 11(4), 224-233.

Stockall, N., Dennis, L.R., & Rueter, J.A. (2014). Developing a progress monitoring portfolio for children in early childhood special education programs. Teaching Exceptional Children, 46(3), 32-40.

Suñol, J.J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R.M., & Planas-Lladó, A. (2015). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 1-16. 

Terry, D.R. (2012). Case study: Assessing critical-thinking skills using articles from the popular press. Journal of College Science Teaching, 42(1), 66-70.

VanTassel-Baska, J. (2014). Performance-based assessment: The road to authentic learning for the gifted. Gifted Child Today, 37(1), 41-47. 

Welsh, H.B. (2015). At issue: An award-winning community college instructor's approach to teaching and learning. Community College Enterprise, 21(1), 66-78.

Other Readings

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Customer Care at support@waldenu.edu