"Student assessment is a critical aspect of the teaching and learning process."

(Vanderbilt University, para. 1)

Assessment

Research

• Question of the Week: Can a Low-Stakes Assignment Improve Students’ Attitudes? (Herman, 2022)

• Testing Frequency and Student Achievement: A Systematic Review (Thomsen et al., 2022)

• Assessment that Matters: Trending Toward Practices that Document Authentic Student Learning (Jankowski et al., 2018)

• Using Low-Stakes Quizzes To Encourage Mastery (University of Central Florida, 2018)

• Multimodal Assessment – What, Why, and How? (Weeks, 2018)

• Formative Evaluation and Formative Feedback: An Effective Practice to Promote Student Learning in Higher Education (Moya & Tobar, 2017)

• Using Formative Assessment and Metacognition to Improve Student Achievement (Hudesman et al., 2013)

Resources

• 2022 Trends in Learning Assessment and Evaluation, American Council on Education

• Assessment Types & Methods, Charles Sturt University

• Enhanced Formative Assessments: Improving Student Performance through Meaningful Feedback, ExamSoft

• Formative & Summative Assessments, Vanderbilt University

• Innovative Assessments, Queen's University

• Making the Most of Feedback, The University of Sheffield

• Student Teaching & Learning, Vanderbilt University

Cognitive Load

Research

• Cognitive Load and Virtual Learning Environments (Meacham, 2022)

• Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load (Skulmowski & Xu, 2021)

• An Introduction to Cognitive Load Theory (Russell, 2019)

• Cognitive Architecture and Instructional Design: 20 Years Later (Sweller, van Merrienboer, & Paas, 2019)

• How to Avoid Cognitive Overload During Learning (Oracle, 2019)

• Well-Being as a Cognitive Load Reducing Agent: A Review of the Literature(Hawthorne, Vella-Broderick, & Hattie, 2019)

• Battling Your 'Expert Blindspot': Unpack Complex Concepts and Tasks to Lighten Students' Cognitive Load and Promote Deeper Learning (Dvorak, 2018)

• Cognitive Load Theory and its Application in the Classroom (Shibili & West, 2018)

• From Cognitive Load Theory to Collaborative Cognitive Load Theory (Kirschner et al., 2018)

• Managing Cognitive Load is a Delicate Act of Balance (SHIFT, 2018)

• The Goldilocks Principle: 6 Tips On Creating The ‘Just Right’ eLearning Content 
  (Sudarshan, 2018

"Cognitive load theory aims to explain how the information processing load induced by learning tasks can affect students’ ability to process new information and to construct knowledge in long-term memory.

If cognitive load becomes too high, it hampers learning and transfer. Such demands include inadequate instructional methods to educate students about a subject as well as unnecessary distractions of the environment."

(Sweller, van Merriënboer & Paas, 2019, para. 2)