Mindful Assessment in Support of Student Learning
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Association of American Colleges and Universities (AAC&U). VALUE Rubrics. Retrieved from https://www.aacu.org/value-rubrics
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Bayers, L., & Camfield, E. K. (2018, March 10). Student shaming and the need for academic empathy. Hybrid Pedagogy. Retrieved from http://hybridpedagogy.org/student-shaming-academic-empathy/
Beals, E. (2017, March). Leading with mindfulness. Panel presentation at the Conference on College Composition and Communication, Portland, OR.
Bowen, J., & Watson, C. E. (2017). Teaching naked techniques: A practical guide to designing better classes. San Francisco, CA: Jossey-Bass.
Broad, B. (2003). What we really value: Beyond rubrics in teaching and assessing writing. Logan, UT: Utah State University Press.
Brookfield, S. (2005). Discussion as a way of teaching (2nd ed). San Francisco, CA: Jossey-Bass.
Brown, B. (2015). Rising strong: How the ability to reset transforms the way we live, love, parent, and lead. New York, NY: Random House.
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Harvard University Press.
Cain, T. R., & Hutchings, P. (2015). Faculty and students: Assessment at the intersection of teaching and learning. In G. D. Kuh, S. O. Ikenberry,
N. A. Jankowski, T. R. Cain, P. T. Ewell, P. Hutchings, & J. Kinzie, Using evidence of student learning to improve higher education. San Francisco, CA: Jossey Bass.
Camfield, E. K., Killick, L., & Lewis, R. (2018). Activating the ‘fund of attention’ to empower student peer review. Journal of Teaching Writing, 33(1), 1–22. Retrieved from http://journals.iupui.edu/index.php/teachingwriting/article/view/22588
Cavanagh, S. R. (2016). The spark of learning: Energizing the college classroom with the science of emotion. Morgantown, WV: West Virginia University Press.
Consilio, J., & Kennedy, S. M. (2019). Using mindfulness as a heuristic for writing evaluation: Transforming pedagogy and quality of experience. [Special issue on contemplative writing across the disciplines.] Across the Disciplines, 16(1), 28–49.
Darling-Hammond, L. (2001). Inequality in teaching and schooling: How opportunity is rationed to students of color in America. In B. D. Smedley, A. Y. Stith, L. Colburn L., & C. H. Evans (Eds.), The right thing to do, the smart thing to do: Enhancing diversity in the health professions (pp. 208–233). Washington, D.C.: National Academies Press. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK223640/https://www.ncbi.nlm.nih.gov/books/NBK223640/
Davidson, C. N. (2017). The new education: How to revolutionize the university to prepare students for a world in flux. New York, NY: Basic Books.
Driscoll, A., & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education. Sterling, VA: Stylus Press.
Evans, J. (2015, January 3). What can we recover from medieval contemplative culture? Philosophy for life and other dangerous situations. Retrieved from http://www.philosophyforlife.org/what-can-we-recover-from-medieval-contemplative-culture/
Greater Good Science Center (GGSC). Mindfulness defined. Retrieved from https://greatergood.berkeley.edu/topic/mindfulness/definition
Hanstedt, P. (2018). Creating wicked students: Designing courses for a complex world. Sterling, VA: Stylus.
Karnes, M. (2011). Imagination, meditation, and cognition in the Middle Ages. Chicago, IL: Chicago University Press.
Langer, E.J. (2016). The power of mindful learning (2nd ed.). Boston, MA: Da Capo Lifelong Books.
Markman, A., & Duke, B. (2016). Brain briefs: Answers to the most (and least) pressing questions about your mind. New York, NY: Sterling Press.
Medina, J. (2008) Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing in the disciplines (412–424). Enhancing teaching-learning environments in undergraduate courses: Occasional report. Edinburgh, Scotland: University of Edinburgh.
Montenegro, E., & Jankowski, N. A. (2015, April). Focused on what matters: Assessment of student learning outcomes at minority-serving institutions. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Newkirk, T. (2009). Holding on to good ideas in a time of bad ones: Six literacy principles worth fighting for. Portsmouth, NH: Heinemann.
Nilson, L. (2015). Specifications grading: Restoring rigor, motivating students, and saving faculty time. Sterling, VA: Stylus.
Palomba, C. A., & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey-Bass.
Partnership for 21st Century Learning. (2016). 21st century skills, education & competitiveness: A resource and policy guide. Retrieved from http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
Ritchhart, R. (2015). Creating cultures of thinking: The 8 forces we must master to truly transform our schools. San Francisco, CA: Jossey-Bass.
Sable, D. (2014). Reason in the service of the heart: The impacts of contemplative practices on critical thinking. The Journal of Contemplative Inquiry, 1(1), 2–22. Retrieved from https://journal.contemplativeinquiry.org
Schinske, J. & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159–166. https://doi.org/10.1187/cbe.CBE-14-03-0054
Schön, D. (1983). The Reflective Practitioner. New York, NY: Basic Books.
Stommel, J. (2018, March 11). How to ungrade. Retrieved from https://www.jessestommel.com/how-to-ungrade/
Wagner, T. (2018). Seven survival skills as defined by business leaders in their own words. Retrieved from http://www.tonywagner.com/7-survival-skills/
Warner, J. (2018). Why they can’t write: Killing the five-paragraph essay and other necessities. Baltimore: Johns Hopkins University Press.
World Health Organization. (2009). Guidelines for safe surgery 2009: Safe surgery saves lives. Geneva: World Health Organization. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK143243/
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.
- There are currently no refbacks.
Reminder to ACMHE Members:
You can access JOCI through your ACMHE Member Portal instead of this website.