{"id":119,"date":"2021-11-11T13:59:30","date_gmt":"2021-11-11T18:59:30","guid":{"rendered":"https:\/\/openstudio.pub\/hqoc\/chapter\/2-8-module-2-resources-for-further-study\/"},"modified":"2023-07-07T23:06:18","modified_gmt":"2023-07-08T03:06:18","slug":"2-8-module-2-resources-for-further-study","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/qualitycourses\/chapter\/2-8-module-2-resources-for-further-study\/","title":{"raw":"2.8 Resources for further study","rendered":"2.8 Resources for further study"},"content":{"raw":"For those interested in learning more about particular topics in Module 2, we\u2019ve included links to further resources below. Resources are organized by topic. To view longer summaries of particular resources, select the \"Click for resource description\" tab.\n

Assessment databases<\/h1>\n

<\/a>Assignments across disciplines<\/h2>\nAssignments Across Disciplines<\/a> is an open-access educational resource (OER) of peer-reviewed assignments and a related community of practice created by Professor Andrea Williams of the University of Toronto.\n

Internet resources for higher education outcomes assessment<\/h2>\nInternet Resources for Higher Education Outcomes Assessment<\/a> is \"an open learning space that curates content for faculty and assessment professionals through housed resources and tools for student learning outcomes, teaching and learning, program review, and accreditation.\u201d\n

Journal of academic writing assignments<\/h2>\nPrompt: A Journal of Academic Writing Assignments<\/a> publishes peer-reviewed writing assignments.\n

Kay Sambell and Sally Brown: COVID-19 assessment collection<\/h2>\nKay Sambell and Salley Brown have developed a series of assignment collections<\/a> from the COVID-19 pandemic shift to remote teaching. These assignment examples are geared toward online instruction and available for download via several collections.\n

Assessing learning<\/h1>\n

Inclusive assessment<\/h2>\nOxford Brookes University has provided this useful guide to support inclusive teaching, with a focus on Inclusive Assessment<\/a>.\n

Nine principles of good practice for assessing student learning<\/h2>\nRead more at 9 Principles of Good Practice for the Assessment of Student Learning<\/a>.\n\n[h5p id=\"38\"]\n

Online assessment<\/h2>\nThe University of Calgary's Guide to Online Assessment in Higher Education<\/a> (PDF) provides a good overview of the benefits and challenges of online assessment, as well as some principles of and strategies for creating effective online assessments.\n

Queen\u2019s University Teaching Toolkit<\/h2>\nQueen\u2019s University has developed an extensive Teaching Toolkit,<\/a> which addresses issues of assessment, building inclusive community, and academic integrity, among other key online teaching issues.\n

Teaching, learning, and assessment across the disciplines: ICE stories<\/h2>\nTeaching, Learning, and Assessment Across Disciplines: ICE Stories<\/a> is a collection of instructor accounts of the ways the ICE (ideas, connections, and extensions) model has influenced their thinking, teaching, and learners.\n

Reflection Toolkit<\/h2>\nThe University of Edinburgh has developed a Reflection Toolkit<\/a>\u00a0designed to help instructors reflect on their own teaching as well as encourage reflection in learners.\n

Feedback<\/h1>\n

Seven principles of good feedback practice<\/h2>\nRead more at Formative Assessment and Self\u2010Regulated Learning: A Model and Seven Principles of Good Feedback Practice<\/a>.\n[h5p id=\"39\"]\n

What feedback literate teachers do<\/h2>\nWhat Feedback Literate Teachers Do: An Empirically-Derived Competency Framework<\/a> presents an evidence-based overview of the competencies required of university teachers to design and enact effective feedback.\n

Academic integrity<\/h1>\nThe Integrity Matters Mobile Application<\/a>, made possible by an eCampus Research and Innovation grant, is designed to enhance student academic integrity knowledge. The app gives students an overview of the values of honesty, trust, respect, fairness, responsibility, and courage promoted by the International Center for Academic Integrity (ICAI)<\/a> and gives students the opportunity to apply these values to common scenarios students face. It is also available as an open educational resource: Undergraduate Academic Integrity Module<\/a>.\n\nAcademic Integrity for STEM students<\/a> is a 6-lesson series that emphasizes the academic experiences unique to STEM students, and draws on real-world examples to help students recognize acceptable and unacceptable practices.","rendered":"

For those interested in learning more about particular topics in Module 2, we\u2019ve included links to further resources below. Resources are organized by topic. To view longer summaries of particular resources, select the “Click for resource description” tab.<\/p>\n

Assessment databases<\/h1>\n

<\/a>Assignments across disciplines<\/h2>\n

Assignments Across Disciplines<\/a> is an open-access educational resource (OER) of peer-reviewed assignments and a related community of practice created by Professor Andrea Williams of the University of Toronto.<\/p>\n

Internet resources for higher education outcomes assessment<\/h2>\n

Internet Resources for Higher Education Outcomes Assessment<\/a> is “an open learning space that curates content for faculty and assessment professionals through housed resources and tools for student learning outcomes, teaching and learning, program review, and accreditation.\u201d<\/p>\n

Journal of academic writing assignments<\/h2>\n

Prompt: A Journal of Academic Writing Assignments<\/a> publishes peer-reviewed writing assignments.<\/p>\n

Kay Sambell and Sally Brown: COVID-19 assessment collection<\/h2>\n

Kay Sambell and Salley Brown have developed a series of assignment collections<\/a> from the COVID-19 pandemic shift to remote teaching. These assignment examples are geared toward online instruction and available for download via several collections.<\/p>\n

Assessing learning<\/h1>\n

Inclusive assessment<\/h2>\n

Oxford Brookes University has provided this useful guide to support inclusive teaching, with a focus on Inclusive Assessment<\/a>.<\/p>\n

Nine principles of good practice for assessing student learning<\/h2>\n

Read more at 9 Principles of Good Practice for the Assessment of Student Learning<\/a>.<\/p>\n

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