References: Multiple Methods of Assessment

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References

Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372.

Brindley, C., & Scoffield, S. (1998). Peer assessment in undergraduate programmes. Teaching in higher education, 3(1), 79-90.

Fovet, F. (2019). Not just about disability: Getting traction for UDL implementation with international students. In Transforming Higher Education Through Universal Design for Learning (pp. 179-200). Routledge.

Karnilowicz, W. (2012). A comparison of self-assessment and tutor assessment of undergraduate psychology students. Social Behavior and Personality: an international journal, 40(4), 591-604.

Lee, E. N., & Orgill, M. (2021). Toward equitable assessment of English language learners in general chemistry: Identifying supportive features in assessment items. Journal of Chemical Education, 99(1), 35-48.

Maki, P. (2002). Using multiple assessment methods to explore student learning and development inside and outside of the classroom. NASPA's NetResults.

Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82-88.

Moeiniasl, H., Taylor, L., deBraga, M., Manchanda, T., Huggon, W., & Graham, J. (2022). Assessing the critical thinking skills of English language learners in a first year psychology course. Thinking Skills and Creativity, 43, 101004.

Moreno-Guerrero, A. J., Aznar-Diaz, I., Caceres-Reche, P., & Alonso-Garcia, S. (2020). E-learning in the teaching of mathematics: An educational experience in adult high school. Mathematics, 8(5), 840.

Rao, K. (2021). Inclusive instructional design: Applying UDL to online learning. The Journal of Applied Instructional Design, 10(1).

Rao, K., Torres, C., & Smith, S. J. (2021). Digital tools and UDL-based instructional strategies to support students with disabilities online. Journal of Special Education Technology, 36(2), 105-112.

Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4), 273.

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Educational measurement: Issues and Practice, 37(1), 21-34.