ENE 50600: Content, Assessment and Pedagogy

The titles (in color) in the middle column are hot links and will:

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Because of Purdue University Libraries' subscriptions you may read, print and download for future use all of these articles for your personal research. Do not give them to others.

When accessing from on and off campus you will be asked for your user ID and password; this is your Purdue University user ID, the one you use to access Purdue e-mail.

As for articles with no links provided, libraries don't have them in our collection. You will either request using ILL service or check with your instructor.

You should be able to access these links.If not, please send me email including the title to wzakharov@purdue.edu.

• Anderson, L. R. and Krathwohl, D. W. (2001). Chapter 1. Introduction. In A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (pp.3-11). Boston, MA: Allyn & Bacon.
• Chi, M.T.H. (2009). Active-Constructive-Interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.
• Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Notes based on Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. Posted with author’s permission.
• Pellegrino, J. W. (2006). Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests. Paper commissioned by the National Center on Education and the Economy for the New Commission on the Skills of the American Workforce. https://www.researchgate.net/publication/237136880_Rethinking_and_Redesigning_Curriculum_Instruction_and_Assessment_What_Contemporary_Research_and_Theory_Suggests  
• Pellegrino, J.W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Chapter 2. The nature of assessment and reasoning from evidence. In Knowing what students know: The science and design of educational assessment (pp. 37-56). Washington, DC: National Academy Press.
• Smith, K. (2018). Notes on cooperative learning. Posted with author’s permission.
• Streveler, R.A, Smith, K.A., & Pilotte, M. (2012). Aligning course content, assessment, and delivery:  Creating a context for outcomes-based education. In Khairiyah Mohd Yusof, Shahrin Mohammad, Naziha Ahmad Azli, Mohamed Noor Hassan, Azlina Kosnin & Sharifah Kamilah Syed Yusof (Eds.). Outcome-based science, technology, engineering and mathematics: Innovative practices (pp. 1 – 26). Hersey, PA: IGI Global.
• Svinicki, M.D. & McKeachie W. J. (2011). Chapter 7. Assessing, testing, and evaluating: Grading is not the most important function. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers, Thirteenth Edition (pp. 72-82). Belmont, CA: Wadsworth.
• Wiggins, G. & McTighe, J. (1998). Chapter 1. What is backward design? In Understanding by design (pp. 7-19). Alexandria, VA: ASCD.