Users complete a self-inventory to determine if their approach to assessment is teacher-centered or learner-centered.

In this interactive object, instructors use an extensive inventory to assess their beliefs and uses of assessment. The inventory is based on the work of educators supported by the American Association of Higher Education Assessment Forum in 1996.

The learner reads about the kinds of questions that are most effective to use on student questionnaires evaluating instruction. Generic evaluations are less helpful than evaluations focused on the specific types of instruction and learning expected in a content area. Sample questions are provided.

Learners mentally manipulate two-dimensional diagrams to visualize the objects in their three-dimensional forms.

Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided.

Learners solve two sample problems for a mechanical reasoning assessment.

Users read about how course competencies relate to program outcomes. They listen to the testimonies of three students who describe learning activities that prepared them for the world of work. In a matching exercise, learners distinguish between course competencies and program outcomes.

Learners solve two sample problems for a numerical reasoning assessment.

This learning object gives instructors an opportunity to review the definitions of formative and summative assessment and list examples of the evaluations they use. In a drag and drop exercise, they classify a variety of assessment tools as either formative or summative.

Users view effective and ineffective methods of assessing a task. Flight training is used as an example of an area that needs authentic assessment.

Learners solve two sample problems for an abstract reasoning assessment.

Learners choose the meaning of a selected word in a sentence.

Formulas and Functions in Microsoft Excel

A learning object to illustrate the right way to enter formulas and functions in Excel.