Amy Driscoll, Swarup Wood

Developing Outcomes-Based Assessment for Learner-Centered Education

A Faculty Introduction

• Gebundenes Buch

Produktbeschreibung

The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment. The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs. The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 287
• Erscheinungstermin: 1. September 2007
• Englisch
• Abmessung: 232mm x 164mm x 22mm
• Gewicht: 508g
• ISBN-13: 9781579221942
• ISBN-10: 1579221947
• Artikelnr.: 22551683

Autorenporträt

Amy Driscoll retired from California State University, Monterey Bay as the founding Director of Teaching, Learning, and Assessment and from Portland State University as Director of Community/University Partnerships. For the last 11 years, she has coordinated and taught in the Assessment Leadership Academy, a year-long program for faculty and administrators, and consulted nationally and internationally. She co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Swarup Wood in 2007. Swarup Wood is Professor of Chemistry and currently serves as Interim Director of General Education and Coordinator of First Year Seminar at California State University Monterey Bay where he has worked since 1997. He co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Amy Driscoll in 2007.

Inhaltsangabe

Why Develop Outcomes for Assessment and Learning? Why Not?; 2. A Culture
for Faculty Learning about Outcomes-Based Assessment. Honoring and
Addressing the Realities; 3. Outcomes-Articulating Our Learning
Expectations; 4. Student Evidence. Designing Assignments and Assessments
for Diverse Learners; 5. Criteria and Standards for Assessment. No Longer a
Faculty Secret; 6. Faculty Responses to Development of Outcomes-Based
Assessment Protocols; 7. Going beyond Making Assessment "Public and
Visible"; 8. Alignment. Making Explicit Connections between Teaching
Decisions and Learning Outcomes; 9. Reviewing and Analyzing Student
Evidence. Constructivist Faculty Development; 10. Faculty Responses to
Assessment of Student Evidence; 11. Moving to Outcomes-Based Assessment and
Learner-Centered Education through the Scholarship of Teaching, Learning,
and Assessment; Faculty Teaching Vignette One. Connection, Reflection, and
Assessment. Assessing Learning Outcomes in a Multicultural Conflict
Resolution Course; Faculty Teaching Vignette Two. Graphic Organizers Guide
Students to Achieve Multiple Learning Outcomes. Constructing Meaning in a
Community-Based Watershed Restoration Course; Faculty Teaching Vignette
Three. First-Year Seminar. Orienting Students to Outcomes-Based Education;
Commencement Speech; Assessment Web Site Resource List; Glossary; Annotated
Bibliography; Index.