000			nam a22 7a 4500
999			_c3818 _d3818
001			0098
003			OSt
005			20170812101231.0
008			170812b xxu||||| m||| 00| 0 eng d
040			_cUM Bansalan College LIC
082			_aBT/P194c/2015
100			_95761 _aPanolino, John Vincent D.
245			_aCourse Assesment survey: _bbasis for an action plan / _cby John Vincent D. Panolino, Scothy U. Salgon and James A. Nieves.
260			_a--Davao del Sur: _bUM Bansalan College, _c2015.
300			_ai, 41p.: _c29cm.
520	3		_aPerhaps the most promising and understudied aspect of education is course assessment. Course assessment is important because it has a strong impact on learning and is an indicator of the quality of learning occurring in a class. Methods of assessment can be very different. However, the education literature is currently lacking empirical data about the general status of assessment practices or how those practices relate to student learning. This study lays the groundwork for future studies by providing a description of formative and assumptive assessment practices lead to different types of learning. In this study, instructors appear to follow effective practice by using multiple and alternative assessment methods, dispersing grades over time, and providing timely and frequent feedback to students. Students report focusing on relatively more complex learning strategies, such as elaboration and critical thinking over rehearsal. However, online instructors need to ensure that assessment are used strategically and that feedback is productive and able to be acted upon by students.
700			_95762 _aSalgon, Scothy U.
700			_95763 _aNieves, James A.
942			_2ddc _cBT