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‘Being to Learn’ Rather Than ‘Learning to Be’: Shifting Thinking About Authentic Assessment

Educational Assessment

‘Being to Learn’ Rather Than ‘Learning to Be’: Shifting Thinking About Authentic Assessment

Four Things to Do on the First Day of Class

Maryellen Weimer, PhD
July 8, 2022

This article first appeared in the Teaching Professor on July 5, 2017. © Magna Publications. All rights reserved. First impressions are…

Interdisciplinarity in Laboratory Teaching from Both Sides, Now

Nicolle Domnik and Mili Shah
July 6, 2022

Introduction Interdisciplinarity is a “knowledge view and curriculum approach that consciously applies methodology and language from more than one…

Syllabus Format May Enhance Understanding of Course Requirements

Betsy Wackernagel Bach, Alison M. Lietzenmayer, and Mary Lahman
July 1, 2022

This article first appeared in the Teaching Professor on March 17, 2017. © Magna Publications. All rights reserved. Over the years,…

Is a K–12 Strategy for Collaboratively Analyzing Student Work and Norming Performance Expectations Applicable to Higher Ed Classrooms?

Katherine Orlando, EdD
June 29, 2022

When I was a principal, I regularly participated in collaborative reviews of student work meetings. These meetings had three…