Utvalgte+artikler

Utvalgte artikler
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.