Want to learn more about active learning? Check out this reading list. In preparation for my Fulbright application to Norway for an active learning research project, I prepared this bibliography last year. It includes some Norwegian research on the topic. I didn’t get that postdoctoral Fulbright but will try again next year for something else. It took a lot of time preparing the application, and my references and potential hosting institution were so helpful in the process. Special thanks to Dr. Rob Gray for serving as an intermediator in the application process! You can read about his work below. If you have any seminal articles on active learning, please leave the citation in the comments section for inclusion. #activelearning
Astin, A. W., & Antonio, A. L. (2012). Assessment for excellence: The philosophy and practice of assessment (2nd ed.). New York: NY: Rowman & Littlefield Publishers, Inc.
Baird, J-A., Hopfenbeck, T. N., Newton, P., Stobart, G., & Steen-Utheim, A. T. (2014). Assessment and learning: State of the field review, 13/4697. Oslo: Norway: Knowledge Center for Education. Retrieved from http://taloe.up.pt/wp-content/uploads/2013/11/FINALMASTER2July14Bairdetal2014AssessmentandLearning.pdf
Banta, T. W., & Palomba, C. A. (2015). Assessment essentials: Planning, implementing, and improving assessment in higher education (2nd ed.). San Francisco, CA: Jossey-Bass.
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: What the student does (3rd ed.). Maidenhead, Berkshire: Open University Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102
Brookhart, S. M. (2007). Expanding views about formative classroom assessment: A review of the literature. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice, 43-62. New York, NY: Teachers College Press.
Chickering, A. W., & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 47. San Francisco, CA: Jossey-Bass.
Deci, E. & Ryan, R. M. 2014. Intrinsic motivation and self-determination in human behavior. Berlin: Springer.
Dysthe, O., Englesen, K. S., Lima, I. (2007). Variations in portfolio assessment in higher education: Discussion of quality issues based on Norwegian survey across institutions and disciplines. Assessing Writing, 12(2), 129-148. doi:10.1016/j.asw.2007.10.002
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415. doi:10.1073/pnas.1319030111
Gagné, R. M. (1985). The conditions of learning. New York, NY: Holt, Rinehart, & Winston.
Gray, R., & Nerheim, M. S. (2017). Teaching and learning in the digital age: Online tools and assessment practices, P48. Norgesuniversitetet: University of Bergen. Retrieved from https://norgesuniversitetet.no/prosjekt/teaching-and-learning-in-the-digital-age
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. doi: 10.3102/003465430298487
Hopfenbeck, T. N., & Stobart, G. (2015). Large-scale implementation of assessment for learning. Assessment in Education: Principles, Policy & Practice, 22(1), 1-2. doi:10.1080/0969594X.2014.1001566
Johnson, D. W., Johnson, R., & Smith, K. (2006). Active learning: Cooperation in the university classroom (3rd ed.). Edina, MN: Interaction Book Company.
Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy & Practice, 16(3), 263-268. doi: 10.1080/09695940903319646
National Dropout Prevention Center/Network. (2009). 15 effective strategies for dropout prevention. NDPC: Clemson University. Retrieved from http://dropoutprevention.org/wp-content/uploads/2015/03/NDPCN15EffectiveStrategies.pdf
Norwegian Ministry of Education and Research. (2017). Quality culture in higher education, Meld. St. 16. Retrieved from https://www.regjeringen.no/no/dokumenter/meld.-st.-16-20162017/id2536007/
Nusche, D., Earl, L., Maxwell, W., & Shewbridge, C. (2011). OECD reviews of evaluation and assessment in education: Norway. Organisation for Economic Co-operation and Development. Retrieved from https://www.oecd.org/norway/48632032.pdf
Rogers, E. (2003). Diffusion of innovations (5th ed.). New York, NY: Simon and Schuster.
Thum, Y. M., Tarasawa, B., Hegedus, A., You, X., & Bowe, B. (2015). Keeping learning on track: A case-study of formative assessment practice and its impact on learning in Meridian School District. Portland, OR: Northwest Evaluation Association. Retrieved from http://files.eric.ed.gov/fulltext/ED567844.pdf
Wiliam, D. (2007). Keeping learning on track: Formative assessment and the regulation of learning. In F. K. Lester, Jr. (Ed.), Second handbook of mathematics teaching and learning (pp. 1053–1098). Greenwich, CT: Information Age Publishing.