Assessing Case-Based Instruction
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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.
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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| Database of Research Articles |
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| NSF Resources |
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| General Resources |
- 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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| Instruments |
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| Research Groups |
- 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.
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| Online Books & Reports |
| 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.
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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�as
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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