Milton, Ohmer
Overview
| Works: | 32 works in 124 publications in 3 languages and 5,192 library holdings |
|---|---|
| Genres: | Examinations Conference papers and proceedings |
| Roles: | Author, Editor |
| Classifications: | LB2331, 378.12 |
Publication Timeline
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Most widely held works by
Ohmer Milton
Alternatives to the traditional; [how professors teach and how students learn] by
Ohmer Milton(
Book
)
27 editions published between 1872 and 1978 in English and held by 1,062 WorldCat member libraries worldwide
27 editions published between 1872 and 1978 in English and held by 1,062 WorldCat member libraries worldwide
On college teaching by
Ohmer Milton(
Book
)
15 editions published between 1978 and 1981 in English and held by 1,038 WorldCat member libraries worldwide
15 editions published between 1978 and 1981 in English and held by 1,038 WorldCat member libraries worldwide
Learning and the professors by
Ohmer Milton(
Book
)
8 editions published between 1966 and 1968 in English and held by 721 WorldCat member libraries worldwide
8 editions published between 1966 and 1968 in English and held by 721 WorldCat member libraries worldwide
Making sense of college grades by
Ohmer Milton(
Book
)
10 editions published between 1986 and 2010 in English and held by 643 WorldCat member libraries worldwide
10 editions published between 1986 and 2010 in English and held by 643 WorldCat member libraries worldwide
Behavior disorders, perspectives and trends by
Ohmer Milton(
Book
)
14 editions published between 1965 and 1973 in English and Undetermined and held by 546 WorldCat member libraries worldwide
14 editions published between 1965 and 1973 in English and Undetermined and held by 546 WorldCat member libraries worldwide
The testing and grading of students by
Ohmer Milton(
Book
)
12 editions published between 1976 and 1981 in English and held by 493 WorldCat member libraries worldwide
Although over 100 million tests are administered each year and testing is a subject of increasing contention among students, faculty members remain diffident. A better understanding of the purpose and structure of evaluating mechanisms is a prerequisite for widespread improvement. Teachers must understand what factors play a part in measuring learning. If learning goals and course objectives are properly defined, they will be essential ingredients of success for student and teacher alike. Since multiple-choice and essay tests are most commonly used in college today, a thorough analysis of their structure and purpose is undertaken to clarify underlying principles of evaluation as a learning tool. Letter grading, the most commonly accepted form of evaluation, is particularly susceptible to the charge of insufficient feedback to the student. A more fundamental grasp of the options for academic measurement is the most direct route to improved grading. Growing external pressures are forcing faculty to reexamine student evaluation. The use of external examiners and the establishment of effective campus grievance arrangements are only two of the ways recommended to improve an increasingly bothersome issue in academic life. (Lbh)
12 editions published between 1976 and 1981 in English and held by 493 WorldCat member libraries worldwide
Although over 100 million tests are administered each year and testing is a subject of increasing contention among students, faculty members remain diffident. A better understanding of the purpose and structure of evaluating mechanisms is a prerequisite for widespread improvement. Teachers must understand what factors play a part in measuring learning. If learning goals and course objectives are properly defined, they will be essential ingredients of success for student and teacher alike. Since multiple-choice and essay tests are most commonly used in college today, a thorough analysis of their structure and purpose is undertaken to clarify underlying principles of evaluation as a learning tool. Letter grading, the most commonly accepted form of evaluation, is particularly susceptible to the charge of insufficient feedback to the student. A more fundamental grasp of the options for academic measurement is the most direct route to improved grading. Growing external pressures are forcing faculty to reexamine student evaluation. The use of external examiners and the establishment of effective campus grievance arrangements are only two of the ways recommended to improve an increasingly bothersome issue in academic life. (Lbh)
Behavior disorders; perspectives and trends by
Ohmer Milton(
Book
)
4 editions published in 1965 in English and held by 343 WorldCat member libraries worldwide
4 editions published in 1965 in English and held by 343 WorldCat member libraries worldwide
Will that be on the final!? by
Ohmer Milton(
Book
)
2 editions published in 1982 in English and held by 142 WorldCat member libraries worldwide
2 editions published in 1982 in English and held by 142 WorldCat member libraries worldwide
Effective college learning by
Ohmer Milton(
Book
)
4 editions published in 1964 in English and held by 136 WorldCat member libraries worldwide
4 editions published in 1964 in English and held by 136 WorldCat member libraries worldwide
P.I., Programmed instruction; what it is and how it works by
Ohmer Milton(
Book
)
2 editions published in 1961 in English and held by 19 WorldCat member libraries worldwide
2 editions published in 1961 in English and held by 19 WorldCat member libraries worldwide
Survey of faculty views on student participation in decision making by
Ohmer Milton(
Book
)
2 editions published in 1968 in English and held by 6 WorldCat member libraries worldwide
2 editions published in 1968 in English and held by 6 WorldCat member libraries worldwide
Record of activities and experiments, with programmed units : for use with Psychology : its principles and applications, fourth
edition by
T. L Engle(
Book
)
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
I.P. : Insegnamento programmato : che cos'ē e come servirsene by
Ohmer Milton(
Book
)
1 edition published in 1967 in Italian and held by 2 WorldCat member libraries worldwide
1 edition published in 1967 in Italian and held by 2 WorldCat member libraries worldwide
Proceedings : December 3-5, 1964 by A Conference on Improving Arrangements for Learning in Tennessee Colleges and Universities(
Book
)
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 1964 in English and held by 2 WorldCat member libraries worldwide
Programed instruction : what it is and how it works by
Ohmer Milton(
Book
)
2 editions published in 1961 in English and held by 2 WorldCat member libraries worldwide
2 editions published in 1961 in English and held by 2 WorldCat member libraries worldwide
Proceedings by Conference on Student Retention in Tennessee Colleges and Universities(
Book
)
1 edition published in 1966 in English and held by 2 WorldCat member libraries worldwide
1 edition published in 1966 in English and held by 2 WorldCat member libraries worldwide
G.I. : wat is het en hoe werkt het? by
Ohmer Milton(
Book
)
2 editions published in 1968 in Dutch and held by 2 WorldCat member libraries worldwide
2 editions published in 1968 in Dutch and held by 2 WorldCat member libraries worldwide
Instructional evaluation report by
Ohmer Milton(
Book
)
2 editions published between 1981 and 1982 in English and held by 2 WorldCat member libraries worldwide
2 editions published between 1981 and 1982 in English and held by 2 WorldCat member libraries worldwide
Survey of Faculty Views on Student Participation in Decision Making. Final Report by
Ohmer Milton(
Book
)
1 edition published in 1968 in English and held by 1 WorldCat member library worldwide
Many students seek and many administrators have called for greater student involvement in important academic decision making. And because faculty members, who control most academic policies and procedures, have remained strangely silent about such matters, it was decided to investigate, in a more detailed and systematic fashion than had been done previously, their attitudes toward student participation in determining cogent campus policies. At the same time, an effort was made to obtain data that might indirectly reflect the conventionality of faculty thinking about approaches to teaching and learning. A randomly selected sample of 200 faculty members was interviewed at 4 colleges and 2 universities. "Yes", "No", or "Don't know" answers to questions regarding specific areas of student participation (E.G., curriculum planning) could be qualified. There was general agreement that students should participate extensively in matters of student discipline, but not in the affairs of a legal governing board. They should be encouraged to complete evaluative types of questionnaires on teachers, but the results should be seen only by the teacher concerned. In other areas, a "Yes" vote meant only that student ideas should be heard, but the means for obtaining their views is left unclear. This study has been highly limited in its sampling of institutions, and more land-grant colleges and universities should be sampled via mailed questionnaires. (Js)
1 edition published in 1968 in English and held by 1 WorldCat member library worldwide
Many students seek and many administrators have called for greater student involvement in important academic decision making. And because faculty members, who control most academic policies and procedures, have remained strangely silent about such matters, it was decided to investigate, in a more detailed and systematic fashion than had been done previously, their attitudes toward student participation in determining cogent campus policies. At the same time, an effort was made to obtain data that might indirectly reflect the conventionality of faculty thinking about approaches to teaching and learning. A randomly selected sample of 200 faculty members was interviewed at 4 colleges and 2 universities. "Yes", "No", or "Don't know" answers to questions regarding specific areas of student participation (E.G., curriculum planning) could be qualified. There was general agreement that students should participate extensively in matters of student discipline, but not in the affairs of a legal governing board. They should be encouraged to complete evaluative types of questionnaires on teachers, but the results should be seen only by the teacher concerned. In other areas, a "Yes" vote meant only that student ideas should be heard, but the means for obtaining their views is left unclear. This study has been highly limited in its sampling of institutions, and more land-grant colleges and universities should be sampled via mailed questionnaires. (Js)
PI Programed Instruction : what it is and how it works by
Ohmer Milton(
Book
)
1 edition published in 1961 in English and held by 1 WorldCat member library worldwide
1 edition published in 1961 in English and held by 1 WorldCat member library worldwide
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Related Identities
Associated Subjects
College credits College students--Rating of College teachers College teaching Education Education, Higher Education, Higher--Aims and objectives Education, Higher--Research Educational technology Educational tests and measurements Evaluation Folklore Grading and marking (Students) Learning Lecture method in teaching Motivation in education Programmed instruction Psychiatry Psychology Student participation in administration Study skills Teaching Tennessee United States Universities and colleges University of Tennessee, Knoxville
