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Angelo, T. A., & Cross, K. P. (1988). Classroom Assessment Techniques: A Handbook for Faculty (Report No. 88-A-004.0). Washington, DC: Office of Educational Research and Improvement.
Brookhart, S., Moss, C., & Long, B. (2009). Promoting student ownership of learning through high-impact formative assessment practices. Journal Of MultiDisciplinary Evaluation, 6(12), 52-67.
Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what students learn? Journal of Marketing Education, 31(1), 16–30.
Dyson, R. G. (2004). Strategic development and SWOT analysis at the University of Warwick. European Journal of Operational Research, 152(3), 631–640.
Finley, A., McNair, T., & Association of American Colleges and Universities. (2013). Assessing Underserved Students’ Engagement in High-Impact Practices. With an Assessing Equity in High-Impact Practices Toolkit. Washington, DC: Association of American Colleges and Universities.
García-Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university context. Electronic Journal of Research in Educational Psychology, 9(3), 1043–1062.
Germain, J. L. (2013). Strategic planning: The basics. Chronicle of Kinesiology & Physical Education in Higher Education, 24(1), 27–30.
Greenberg, K. P. (2011). A reliable and valid weighted scoring instrument for use in grading APA‐style research reports. Teaching of Psychology, 39(1), 17‐23.
Greenberg, K. P. (2015). Rubric use in formative assessment: A detailed behavioral rubric helps students improve their scientific writing skills. Teaching of Psychology, 42(3), 211–217.
Halonen, J. S., Bosack, T., Clay, S., & McCarthy, M. (2003). A rubric for learning, teaching, and assessing scientific inquiry in psychology. Teaching of Psychology, 30(3), 196‐207. doi:10.1207/S15328023TOP3003_01
Jackson, S. E., Joshi, A., & Erhardt, N. L. (2003). Recent research on team and organizational diversity: SWOT analysis and implications. Journal of Management, 29(6), 801–830.
Kastberg, S. E. (2003). Using bloom's taxonomy as a framework for classroom assessment. The Mathematics Teacher, 96(6), 402-405.
Lipnevich, A. A., McCallen, L. N., Miles, K. P., & Smith, J. K. (2014). Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment. Instructional Science, 42(4), 539‐559. doi:10.1007/s11251‐013‐9299‐9
Nasstrom, G. (2009). Interpretation of standards with Bloom’s revised taxonomy: A comparison of teachers and assessment experts. International Journal of Research & Method in Education, 32(1), 39–51.
Orr, B. (2013). Conducting a SWOT analysis for program improvement. Online Submission, 381–384.
Osita, I. C., Onyebuchi R., I., & and Justina, N. (2014). Organization’s stability and productivity: the role of SWOT analysis an acronym for strength, weakness, opportunities and threat. International Journal of Innovative and Applied Research, 2(9), 23-32.
Seddon, G. M. (1978). The properties of Bloom’s Taxonomy of Educational Objectives for the cognitive domain. Review of Educational Research, 48(2), 303–323. NOTE: This article is unavailable from the NCU Library. You must create a free JSTOR account to read up to six articles each month for free.
Stellmack, M. A., Konheim‐Kalkstein, Y. L., Manor, J. E., Massey, A. R., & Schmitz, J. P. (2009). An assessment of reliability and validity of a rubric for grading APA‐style introductions. Teaching of Psychology, 36(2), 102‐107. doi:10.1080/00986280902739776
Sullivan, G. M., & Artino, A. R., Jr. (2013). Analyzing and interpreting data from Likert-type scales. Journal Of Graduate Medical Education, 5(4), 541–542.
Thaler, N., Kazemi, E., & Huscher, C. (2009). Developing a rubric to assess student learning outcomes using a class assignment. Teaching of Psychology, 36(2), 113‐116. doi:10.1080/00986280902739305
Thompson, E., Luxton-Reilly, A., Whalley, J. L., Hu, M., & Robbins, P. (2008). Bloom’s taxonomy for CS assessment. CRPITS: Conferences in Research & Practice in Information Technology Series, 155.
Unal, Z., Bodur, Y., & Unal, A. (2012). Choosing or designing the perfect webquest for your learners using a reliable rubric. Contemporary Issues in Technology & Teacher Education, 12(2), 209‐231.
Uttl, B., White, C. A., & Gonzalez, D. W. (2017). Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related. Studies in Educational Evaluation, 54, 22–42.