Review of Effective Alternative Assessment Practices in Higher Education, by Antione D. Tomlin and Christine M. Nowik
DOI:
https://doi.org/10.14507/er.v33.4327Author Biography
Kathryn Webster, Illinois State University
Kathryn Webster is an associate professor at Illinois State University in the Department of Health Sciences where she enjoys teaching medical laboratory science courses to juniors and seniors. After graduating in the MLS program she now teaches in, she worked in hospital laboratories for several years before returning to ISU as an instructor. She is also working on her doctorate in education in the College of Education at ISU and enjoys research in teaching methods, online learning, student stress, and educational technology. When not teaching or researching, she enjoys gardening, reading, and spending quality time with her cat.
References
Blum, S. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
Curley, B., & Downey, J. (2024). Implementation of alternative grading methods in a mathematical statistics course. Journal of Statistics and Data Science Education, 32(3), 272-282. https://doi.org/10.1080/26939169.2023.2249956
Link, L. J., & Guskey, T. R., (2022). Is standards-based grading effective? Theory into Practice, 61(4), 406-417. https://doi.org/10.1080/00405841.2022.2107338
[Book reviewed] Tomlin, A. D., & Nowik, C. M. (Eds.). (2024). Effective alternative assessment practices in higher education. Information Age Publishing.
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