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(1 - 8 of 8)

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	Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue] Stanny, C. J. (Ed.). (2018). Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue]. New Directions for Teaching and Learning, 2018(155).
	A comparison of student evaluations of teaching with online and paper-based administration Stanny, C. J., & Arruda, J. E. (2017). A comparison of student evaluations of teaching with online and paper-based administration. Scholarship of Teaching and Learning in Psychology. doi:10.1037/stl0000087
	Editor's Notes Stanny, C. J. (2018). Editor’s Notes. New Directions for Teaching and Learning, (155), 9-9. doi:10.1002/tl.20297
	Evidence-based discussions of learning facilitated through a peer-review of assessment Stanny, C. J., Stone, E. W., & Mitchell-Cook, A. (2018). Evidence-based discussions of learning facilitated through a peer-review of assessment. New Directions for Teaching and Learning, (155), 31-38. doi:10.1002/tl.20300
	Assessing the culture of teaching and learning through a syllabus review Stanny, C. J., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation In Higher Education, 40(7), 898-913. doi:10.1080/02602938.2014.956684
	Effects of stress induced by a simulated shooting on recall by police and citizen witnesses Stanny, C. J., & Johnson, T. C. (2000). Effects of stress induced by a simulated shooting on recall by police and citizen witnesses. American Journal of Psychology, 113(3), 359-386. doi:10.2307/1423364
	Putting assessment into action Stanny, C. J. (2018). Putting assessment into action: Evolving from a culture of assessment to a culture of improvement. New Directions for Teaching and Learning, 2018(155), 113-116. doi:10.1002/tl.20310
	Reevaluating Bloom’s Taxonomy Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4). doi:10.3390/educsci6040037