CETL: Maryellen Weimer on Resources on Learner-Centered Teaching

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Baker, D. F. (2008). Peer assessment in small groups: A comparison of methods. Journal of Management Education, 32(2), 183-209.

Uses a comprehensive lit review to generate the most common assessment criteria for peers. Also includes two excellent peer assessment forms, plus much other useful information.

Corrigan, H., & Craciun, G. (2013). Asking the right questions: Using student-written exams as an innovative approach to learning and evaluation. Marketing Education Review, 23(1), 31-35.

 This paper discusses a new approach, the student-written exam, which is a take-home assessment where each student writes and answers his or her own exam questions. Guidelines for students include comprehensive learning objectives, instructions and examples for writing exam questions, format and submission criteria, and a grading rubric.

Hiller, T. H., & Hietapelto, A. B. (2001). Contract grading: Encouraging commitment to the learning process through voice in the evaluation process. Journal of Management Education, 25(6), 660-684.

This article tracks the evolution of a contract grading scheme across a four-year period with 473 students in 22 classes and at three different universities. 

Krohn, K. R., Foster, L. N., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., & ... Williams, R. L. (2011). Reliability of students' self-recorded participation in class discussion. Teaching of Psychology, 38(1), 43-45.

Empirically investigated a method of having students record and describe their discussion contributions which showed that students did not over-report their participation.

Nilson, L. B. (2003). Improving student peer feedback. College Teaching, 51(1) 34-38.

States that the typical judgment-based feedback questions give students emotionally charged tasks that they are cognitively ill equipped to perform well and that permit laxness. Introduces an alternative that encourages neutral, informative and thorough responses that add genuine value to the peer feedback process.

Ohland, M. W., Loughry, M. L., Oweher, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., ... Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self- and peer evaluation. Academy of Management Learning & Education, 11(4), 609-630.

Describes the development of a web-based instrument that efficiently collects and analyzes self- and peer-evaluation data. The instrument uses a behaviorally anchored rating scale to measure team-member contributions in five areas based on the team effectiveness literature. Three studies provide evidence for the validity of the new instrument. Implications for management education and areas for future research are discussed.

Roney, S. D., & Woods, D. R. (2003). Ideas to minimize exam anxiety. Journal of Engineering Education, 92(4), 249-256.

Required workshops to help students address low self-image and high short-term and long-term anxiety were introduced, but had modest short-term success. However, significant improvement in student performance occurred when faculty included measures of student performance other than the final exam (such as term work, projects, and self-assessment) and when students contracted for the weighting that the final exam would contribute to their final grade.