The Problem Solving Profile is a tool to help evaluate and/or assess instructional projects or courses that may have technology components or are technology enabled.The Problem Solving Profile contains questionnaires of one page length, or a short web survey, that measures proclivities of problem solving styles that learners exhibit.This site contains PowerPoint presentations on the use of the Problem Solving Profile, sample Profiles, research papers on the use of the Problem Solving Profile and a Frequently Asked Question page (FAQ).The Problem Solving Profile has been used at the University of Michigan since the early 1990s and has been used for determining groups of learners problem solving profiles and then using the information to help modify and improve learning processes. It has been used in evaluating:Distance learning in business administrationTeacher education computer competenciesDistance learning in nursing and midwifery and Advanced research methods courses in designing evaluation for new technology in instruction

Process-Based Authentic Assessment is an innovative approach to evaluating student learning that focuses on the process of acquiring knowledge and skills, rather than just the final product. Unlike traditional assessments that primarily measure the end result, process-based authentic assessment emphasizes the journey students take to achieve their learning goals. This assessment method recognizes that learning is a dynamic and iterative process, involving critical thinking, problem-solving, and reflection. It aims to provide a more comprehensive and accurate picture of students' abilities, as it takes into account their efforts, strategies, and growth throughout the learning process. Process-based authentic assessment often involves real-world tasks and authentic contexts, enabling students to apply their knowledge and skills in meaningful ways. It encourages active engagement, collaboration, and self-directed learning, fostering deeper understanding and higher-order thinking skills. In this assessment approach, teachers assess students' progress and performance based on multiple criteria, such as their ability to analyze information, think critically, communicate effectively, and demonstrate creativity. The assessment criteria are aligned with the learning objectives and emphasize the process of learning, allowing teachers to provide timely and constructive feedback to guide students' improvement.

Product-based assessment offers a valuable alternative to traditional evaluation methods, empowering learners to showcase their knowledge, skills, and creativity through the tangible outcomes they produce. It encourages active learning, critical thinking, and practical application, paving the way for a more comprehensive and meaningful assessment experience.

Students investigate the life cycles of engineered products and how they impact the environment. They use a basic life cycle assessment method that assigns fictional numerical values for different steps in the life cycle. Then they use their analyses to compare the impacts of their products to other products, and suggest ways to reduce environmental impact based on their analyses.

Progress monitoring is the measurement of student achievement of a goal through the periodic collection of data. For this project you will be evaluating a student’s ability in literacy (e.g., letter recognition, phonemic awareness, word recognition, fluency), setting a goal for improvement, collecting data weekly, displaying the data collection in a graph, writing lesson plans, and then discussing the results of the project.

This series of units will walk us through thinking organizers, reflective activities, and a protocol that could be used as a starting point for taking a deeper look at the ways in which our assessments of students may contain unconscious bias. Why Rubrics? This series focuses on classroom, rather than standardized, assessments. The pedagogical approaches to teaching and learning that are grounded in using rubrics tend to be simultaneously the most (potentially) engaging for students and most vulnerable to subjectivity in "scoring" by teachers. Since rubrics are most commonly utilized to score student products and performances, in contrast to multiple choice or fill-in assessments, there is a higher likelihood of cultural, linguistic, and ableist biases to be present in both the scoring instrument (rubric) and the scoring process.

The Mathematics Assessment Project has developed the Classroom Challenges to exemplify the types of activities needed to supplement traditional classroom practice and support the Standards. The Professional Development Modules are designed to help teachers with the practical and pedagogical challenges presented by these lessons.

Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan

Psychopathy (or “psychopathic personality”) is a topic that has long fascinated the public at large as well as scientists and clinical practitioners. However, it has also been subject to considerable confusion and scholarly debate over the years. This module reviews alternative conceptions of psychopathy that have been proposed historically, and reviews major instruments currently in use for the assessment of psychopathic tendencies in clinical and nonclinical samples. An integrative theoretic framework, the Triarchic model, is presented that provides a basis for reconciling differing historic conceptions and assessment approaches. Implications of the model for thinking about causal hypotheses of psychopathy, and for resolving longstanding points of contention in the field, are discussed.

This article discusses research findings about classroom questioning and provides tips for teachers and online and print resources.

Resource by Denise Carlson, St. Peter's. Includes Reading for Meaning Lesson for Ch. 14, "Las Uvas." Also includes post-reading projects and comprehension questions for the entire novel.

This unit describes the processes used by a nurse in making clinical decisions and assessing patients. It also describes how nurses are trained, where they work and the procedures that they perform.

A rubric in student language written for elementary school students to self-assess role-playing.