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Assessing Case-Based Instruction

This website on assessing case-based instruction is a collaborative project between the National Center for Case Study Teaching in Science at the University at Buffalo and the College of Education at Michigan State University. Here we have organized resources and references for assessing case-based teaching and learning. If you have suggestions for these pages, please contact Dr. Mary Lundeberg at mlunde@msu.edu.

  • Director: Mary Lundeberg, Professor and Chair of Teacher Education, College of Education, Michigan State University
  • Faculty: Aman Yadav, Assistant Professor of Educational Psychology, College of Education, Purdue University
  • MSU Graduate Students: Michael Deschryver, and Kathryn Hershey

This project is funded by the National Science Foundation under CCLI Award #0341279. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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General Resources Page Menu
  • Online Evaluation Resource Library (OERL) for NSF's Directorate for Education and Human Resources
    http://oerl.sri.com/
    A collection of evaluation plans, instruments, reports, glossaries of evaluation terminology, and best practices, with guidance for adapting and implementing evaluation resources.
  • Field-Tested Learning Assessment Guide (FLAG) for Science, Math, Engineering, and Technology Instructors
    http://www.flaguide.org/
    A collection of broadly applicable, self-contained modular classroom assessment techniques and discipline-specific tools for instructors interested in new approaches to evaluating student learning, attitudes, and performance.
  • National Science, Technology, Engineering, and Mathematics Education Digital Library (NSDL)
    http://nsdl.org/
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Research Groups Page Menu
  • The Mazur Group
    http://mazur-www.harvard.edu/
    A research group based out of the Division of Engineering and Applied Sciences and the Department of Physics at Harvard University, which focuses on a technique called Peer Instruction and its application across the sciences.
Online Books & Reports Page Menu
Many of the annotations below have been excerpted from the corresponding websites.
  • Donovan, M. J., & Bransford, J. D. (2005). How Students Learn: Science in the Classroom. Washington, DC: National Academy Press.
    http://www.nap.edu/books/0309089506/html/
     
    How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.
  • Fox. M. A., & Hackerman, N. (Eds.). (2003) Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: National Academy Press.
    http://www.nap.edu/books/0309072778/html
     
    Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change.
  • Shavelson, R. J., Towne, L., & the Committee on Scientific Principles for Education Research. (Eds.) (2002). Scientific Research in Education. Washington, DC: National Academy Press.
    http://www.nap.edu/books/0309082919/html/
     
    Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines, and provides a number of examples to illustrate these ideas. It recommends that educational research projects pose significant questions that can be investigated using direct empirical techniques, allow replication and generalization across educational settings, and present results to encourage professional critique.
  • Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.) (2001) Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academy Press.
    http://www.nap.edu/books/0309072727/html
     
    Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it´┐Żas well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored.
  • National Research Council. (1999) Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology. Washington, DC: National Academy Press.
    http://books.nap.edu/books/0309062942/html/index.html
     
    The book addresses pre-college preparation for students in SME&T and the joint roles and responsibilities of faculty and administrators in arts and sciences and in schools of education to better educate teachers of K-12 mathematics, science, and technology. It suggests how colleges can improve and evaluate lower-division undergraduate courses for all students, strengthen institutional infrastructures to encourage quality teaching, and better prepare graduate students who will become future SME&T faculty.
  • Project Kaleidoscope. (2002). Recommendations for Action in Support of Undergraduate Science, Technology, Engineering, and Mathematics: Report on Reports. Washington, DC.
    http://www.pkal.org/documents/ReportonReports.pdf
     
    This Project Kalediscope report calls for collective action to share ideas and materials so that projects build on, connect to, and enhance the work of others. It stresses that educational research and development efforts must move away from the practice in which an individual owns a new approach from conception to implementation.
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