Skip to content

References: Assessment, Feedback, and Quizzes

  1. Formative assessment - Wikipedia - Explains the low-stakes, in-progress evaluation purpose this chapter uses to distinguish formative feedback and feedback loops from higher-stakes summative assessment.

  2. Multiple choice - Wikipedia - Describes the stem, key, and distractor structure of the multiple-choice format, the exact four-component breakdown this chapter's Multiple-Choice Question section walks through.

  3. Educational assessment - Wikipedia - Provides a general overview of measuring learner knowledge against objectives, the broad category this chapter's opening Assessment section narrows down to specific quiz formats.

  4. How to Give Effective Feedback to Your Students (2nd Edition) - Susan M. Brookhart - ASCD - A practical guide to writing actionable, specific feedback rather than bare scores, directly supporting this chapter's Formative Feedback section and its actionable-versus-non-actionable comparison.

  5. Classroom Assessment Techniques: A Handbook for College Teachers (2nd Edition) - Thomas A. Angelo and K. Patricia Cross - Jossey-Bass - A widely used handbook of formative assessment and course-evaluation techniques that instructors can deploy to generate exactly the kind of feedback-log data this chapter describes.

  6. Writing Effective Multiple-Choice Questions - Kent State University Center for Teaching and Learning - A checklist for stem clarity and plausible distractor construction, reinforcing this chapter's weak-versus-strong distractor examples and its Distractor Quality Rater MicroSim.

  7. Giving Feedback - UCLA Teaching & Learning Center - Distinguishes formative from summative feedback and outlines corrective, epistemic, and suggestive feedback types, extending this chapter's Formative Feedback section beyond the single worked example given there.

  8. Formative Assessments - University of Colorado Boulder Center for Teaching & Learning - Surveys concrete formative-assessment techniques such as classroom polls and low-stakes quizzes, illustrating the Learning Touchpoint concept this chapter defines as any recordable point of interaction.

  9. Formative vs. Summative Assessment - Carnegie Mellon University Eberly Center - A concise comparison of assessment timing and purpose that reinforces this chapter's opening table distinguishing formative from summative assessment.

  10. Encouraging Students to Complete Final Course Evaluations - UC Berkeley Center for Teaching & Learning - Explains what end-of-course evaluations capture and why response rates matter, supporting this chapter's distinction between Course Evaluation and concept-level mastery assessment.