Diverse relevante lenker:
Lesestoff:
Forslag til litteratur i forbindelse med utvikling av metode for prosessvurdering.

Om taksonomier for læringsutbytter og læringsmål
Læringsmål fra 1996 ang. medisinsk utdanning basert på PBL

Om "Constructive alignment"
  • Boken til Biggs og Tang (2007)
  • Biggs, J. (1996). Enhanching teaching through constructive alignement. Higher Education, 32, 347-364.
Kapitler om vurdering i Biggs og Tang:
  • Biggs, J. and Tang C (2007). Assessing and grading declarative knowledge (p.104-216). In: J. Biggs J. and Tang C: Teaching for Quality Learning at University. London, Open University Press.
  • Biggs, J. and Tang C (2007). Assessing and grading functioning knowledge (p. 217- 246). In: J. Biggs J. and Tang C: Teaching for Quality Learning at University. London, Open University Press.
  • Biggs, J. and Tang C (2007). Aligning assessment with intended learning outcomes: Principles (p. 163- 194). In: J. Biggs J. and Tang C: Teaching for Quality Learning at University. London, Open University Press.
Om studenten i høyere utdanning:
  • Entwistle, N. J. & Peterson R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. *International Journal of Educational Research. Volume 41, Issue 6, 2004, Pages 407-428
Om vurdering:
  • Henninng Fjørtoft (2009). Effektiv planlegging og vurdering, rubruikker og andre verkøty for lærere. Fagbokforlaget.
  • Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment&Evaluation in Higher Education 27(6): 501-510.
  • Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education 35: 453-472.
  • Thomson, K. and N. Falchikov (1998). Full on Until the Sun Comes Out: the effects of assessment on student approaches to studying. Assessment&Evaluation in Higher Education 23(4): 379-390.
  • Brookhart, S. (2001). Successful Student's Formative and Summative Uses of Assessment Information. Assessment in Education 8(2): 153-169.
  • Ramsden, P. (2003). Assessing for understanding (pp 176-206). In: P. Ramsden (ed.) Learning to teach in higher education. London, RoutledgeFalmer.
Om utvikling av kursbeskrivelser:
  • Knight, P.T. (2001). COmplexity and curriculum: a process approach to curriculum-making. Teaching in Higher Education 6 (3), 369-381.
  • Wiggins & McTighe: Understanding by design. Handler blant annet om en baklengs design-prosess (ala Biggs) som først kartlegger ønsket resultat og så planlegger læringsaktiviteter. Lenke til presentasjon (PDF)
Om klassestørrelser:
  • Gibbs, G., L. Lucas, et al. (1996). Class Size and Student Performance: 1984-1994. Studies in Higher Education 21(3): 261-273.
Norsk bok om vurdering: Det finnes også en norsk bok om vurdering: (kanskje har biblioteket denne)
  • Lauvås, P. and A. Jacobsen (2002). Exit eksamen – eller? (sidene 11-103) Oslo, Cappelen Akademisk.