{"id":55,"date":"2020-10-15T16:30:33","date_gmt":"2020-10-15T20:30:33","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/?post_type=back-matter&#038;p=55"},"modified":"2023-07-13T13:58:34","modified_gmt":"2023-07-13T17:58:34","slug":"additional-resources","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/back-matter\/additional-resources\/","title":{"raw":"Additional Resources","rendered":"Additional Resources"},"content":{"raw":"<strong>Resources<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/academicintegrity.org\/\">International Centre for academic integrity<\/a><\/li>\r\n \t<li><a href=\"https:\/\/edintegrity.biomedcentral.com\/\">International Journal for Educational Integrity<\/a><\/li>\r\n \t<li><a href=\"https:\/\/cheatingandassessment.edu.au\/\">Contract Cheating and Assessment Design<\/a><\/li>\r\n \t<li><a href=\"https:\/\/sites.google.com\/site\/academicintegrityresources\/home\">Academic Integrity Standards Project <\/a><\/li>\r\n<\/ul>\r\n<strong>Readings<\/strong>\r\n\r\n<strong>Assessment types:<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.niu.edu\/citl\/resources\/guides\/instructional-guide\/formative-and-summative-assessment.shtml\">Formative and Summative Assessment<\/a> from the Centre for Innovative teaching and Learning at University Northern Illinois<\/li>\r\n \t<li>Assessment strategies for Arts integration and <a href=\"https:\/\/artsintegration.com\/assessment-strategies\/#types\">STEAM<\/a><\/li>\r\n<\/ul>\r\n<strong>Alignment<\/strong>\r\n<ul>\r\n \t<li>Biggs, J. and Tang, C. (2007).\u00a0<em>Teaching for Quality Learning at University<\/em>. 3rd edition. England and NY: Society for Research into Higher Education and Open University Press.<\/li>\r\n \t<li>Moon, J. (2005). Linking Levels, Learning Outcomes and Assessment Criteria. Report for the Bologna Conference on Learning Outcomes, Edinburgh, July 2004.<\/li>\r\n \t<li>Wiggins, G &amp; McTighe, J. (2005).\u00a0<em>Understanding by design\u00a0<\/em>(2nd ed.). Alexandria, VA: Association for Supervision &amp; Curriculum Development.<\/li>\r\n<\/ul>\r\n<strong>Scaffolding<\/strong>\r\n<ul>\r\n \t<li><a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/assignment-design\/sequencing-assignments\">Designing Sequenced Assignments<\/a> from the University of Waterloo<\/li>\r\n \t<li>Caruana, V., (2015). <a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/scaffolding-student-learning-tips-for-getting-started\/\">Scaffolding Student Learning: Tips for Getting Started<\/a>. Faculty Focus.<\/li>\r\n \t<li>Hogan, K., &amp; Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Louiseville, Quebec: Brookline Books.<\/li>\r\n \t<li>Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (J. Cole, V. John-Steiner, S. Scribner, &amp; E. Souberman, Eds. &amp; Trans.). Cambridge, MA: Harvard University Press.<\/li>\r\n<\/ul>\r\n<strong>Reflection<\/strong>\r\n<ul>\r\n \t<li><a href=\"\/www.cccep.ca\/ckfinder\/userfiles\/files\/Reflection%20and%20Reflective%20Assessment%20(Examples).pdf\">Examples of reflection and reflective exercises<\/a> from Canadian Council on Continuing Education in Pharmacy<\/li>\r\n \t<li>Moon, J (2001). <a href=\"https:\/\/www.researchgate.net\/profile\/Jenny_Moon2\/publication\/255648945_PDP_Working_Paper_4_Reflection_in_Higher_Education_Learning\/links\/5596672f08ae99aa62c76f45\/PDP-Working-Paper-4-Reflection-in-Higher-Education-Learning.pdf\">Reflection in Higher Education Learning<\/a> LTSN Generic Centre, PDP Working Paper 4.<\/li>\r\n \t<li>Moon J 1999 Reflection in Learning and Professional Development<\/li>\r\n \t<li>Boud, D., R. Keogh, and D. Walker. 1985. Reflection: Turning experience into learning. London: Kogan Page<\/li>\r\n \t<li><a href=\"https:\/\/uwaterloo.ca\/writing-and-communication-centre\/critical-reflection\">Critical Reflection<\/a> from the University of Waterloo<\/li>\r\n \t<li><a href=\"https:\/\/www.mcgill.ca\/tls\/files\/tls\/pa-resource-doc-final.pdf\">McGill Teaching and Learning Services Peer Assessment Resource Document<\/a> (2018)<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\n<strong>Authentic Assessment<\/strong>\r\n<ul>\r\n \t<li><a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/\">The Authentic Assessment<\/a> Toolbox created by Jon Mueller<\/li>\r\n \t<li>Judith T. M. Gulikers Theo J. Bastioens Paul A. Kirschner. (2004). A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development. 52 (3), 67-86<\/li>\r\n \t<li><a href=\"https:\/\/scholarworks.umass.edu\/cgi\/viewcontent.cgi?article=1245&amp;context=pare\">Frey, Bruce B.; Schmitt, Vicki L.; and Allen, Justin P. (2012) \"Defining Authentic Classroom Assessment,\" Practical Assessment, Research, and Evaluation: Vol. 17 , Article 2.<\/a><\/li>\r\n \t<li>Marilyn M (2008) . <a href=\"https:\/\/library.educause.edu\/-\/media\/files\/library\/2008\/1\/eli3019-pdf.pdf\">Making the Grade:<\/a> The Role of Assessment in Authentic Learning<\/li>\r\n<\/ul>","rendered":"<p><strong>Resources<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/academicintegrity.org\/\">International Centre for academic integrity<\/a><\/li>\n<li><a href=\"https:\/\/edintegrity.biomedcentral.com\/\">International Journal for Educational Integrity<\/a><\/li>\n<li><a href=\"https:\/\/cheatingandassessment.edu.au\/\">Contract Cheating and Assessment Design<\/a><\/li>\n<li><a href=\"https:\/\/sites.google.com\/site\/academicintegrityresources\/home\">Academic Integrity Standards Project <\/a><\/li>\n<\/ul>\n<p><strong>Readings<\/strong><\/p>\n<p><strong>Assessment types:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.niu.edu\/citl\/resources\/guides\/instructional-guide\/formative-and-summative-assessment.shtml\">Formative and Summative Assessment<\/a> from the Centre for Innovative teaching and Learning at University Northern Illinois<\/li>\n<li>Assessment strategies for Arts integration and <a href=\"https:\/\/artsintegration.com\/assessment-strategies\/#types\">STEAM<\/a><\/li>\n<\/ul>\n<p><strong>Alignment<\/strong><\/p>\n<ul>\n<li>Biggs, J. and Tang, C. (2007).\u00a0<em>Teaching for Quality Learning at University<\/em>. 3rd edition. England and NY: Society for Research into Higher Education and Open University Press.<\/li>\n<li>Moon, J. (2005). Linking Levels, Learning Outcomes and Assessment Criteria. Report for the Bologna Conference on Learning Outcomes, Edinburgh, July 2004.<\/li>\n<li>Wiggins, G &amp; McTighe, J. (2005).\u00a0<em>Understanding by design\u00a0<\/em>(2nd ed.). Alexandria, VA: Association for Supervision &amp; Curriculum Development.<\/li>\n<\/ul>\n<p><strong>Scaffolding<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/assignment-design\/sequencing-assignments\">Designing Sequenced Assignments<\/a> from the University of Waterloo<\/li>\n<li>Caruana, V., (2015). <a href=\"https:\/\/www.facultyfocus.com\/articles\/course-design-ideas\/scaffolding-student-learning-tips-for-getting-started\/\">Scaffolding Student Learning: Tips for Getting Started<\/a>. Faculty Focus.<\/li>\n<li>Hogan, K., &amp; Pressley, M. (Eds.). (1997). Scaffolding student learning: Instructional approaches and issues. Louiseville, Quebec: Brookline Books.<\/li>\n<li>Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (J. Cole, V. John-Steiner, S. Scribner, &amp; E. Souberman, Eds. &amp; Trans.). Cambridge, MA: Harvard University Press.<\/li>\n<\/ul>\n<p><strong>Reflection<\/strong><\/p>\n<ul>\n<li><a href=\"\/www.cccep.ca\/ckfinder\/userfiles\/files\/Reflection%20and%20Reflective%20Assessment%20(Examples).pdf\">Examples of reflection and reflective exercises<\/a> from Canadian Council on Continuing Education in Pharmacy<\/li>\n<li>Moon, J (2001). <a href=\"https:\/\/www.researchgate.net\/profile\/Jenny_Moon2\/publication\/255648945_PDP_Working_Paper_4_Reflection_in_Higher_Education_Learning\/links\/5596672f08ae99aa62c76f45\/PDP-Working-Paper-4-Reflection-in-Higher-Education-Learning.pdf\">Reflection in Higher Education Learning<\/a> LTSN Generic Centre, PDP Working Paper 4.<\/li>\n<li>Moon J 1999 Reflection in Learning and Professional Development<\/li>\n<li>Boud, D., R. Keogh, and D. Walker. 1985. Reflection: Turning experience into learning. London: Kogan Page<\/li>\n<li><a href=\"https:\/\/uwaterloo.ca\/writing-and-communication-centre\/critical-reflection\">Critical Reflection<\/a> from the University of Waterloo<\/li>\n<li><a href=\"https:\/\/www.mcgill.ca\/tls\/files\/tls\/pa-resource-doc-final.pdf\">McGill Teaching and Learning Services Peer Assessment Resource Document<\/a> (2018)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Authentic Assessment<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/jfmueller.faculty.noctrl.edu\/toolbox\/\">The Authentic Assessment<\/a> Toolbox created by Jon Mueller<\/li>\n<li>Judith T. M. Gulikers Theo J. Bastioens Paul A. Kirschner. (2004). A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development. 52 (3), 67-86<\/li>\n<li><a href=\"https:\/\/scholarworks.umass.edu\/cgi\/viewcontent.cgi?article=1245&amp;context=pare\">Frey, Bruce B.; Schmitt, Vicki L.; and Allen, Justin P. (2012) &#8220;Defining Authentic Classroom Assessment,&#8221; Practical Assessment, Research, and Evaluation: Vol. 17 , Article 2.<\/a><\/li>\n<li>Marilyn M (2008) . <a href=\"https:\/\/library.educause.edu\/-\/media\/files\/library\/2008\/1\/eli3019-pdf.pdf\">Making the Grade:<\/a> The Role of Assessment in Authentic Learning<\/li>\n<\/ul>\n","protected":false},"author":1133,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["jessica-kalra"],"pb_section_license":""},"back-matter-type":[44],"contributor":[60],"license":[],"class_list":["post-55","back-matter","type-back-matter","status-publish","hentry","back-matter-type-resources","contributor-jessica-kalra"],"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter\/55","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/types\/back-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/users\/1133"}],"version-history":[{"count":8,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter\/55\/revisions"}],"predecessor-version":[{"id":353,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter\/55\/revisions\/353"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter\/55\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/media?parent=55"}],"wp:term":[{"taxonomy":"back-matter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/pressbooks\/v2\/back-matter-type?post=55"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/contributor?post=55"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/encourageacademicintegrity\/wp-json\/wp\/v2\/license?post=55"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}