Learner-centered assessment on college campuses : shifting the focus from teaching to learning / Mary E. Huba, Jann E. Freed.
"This resource is a well constructed introduction to learner-centered assessment, complete with practical, ready-to-implement assessment techniques. Designed to bring you up to speed quickly, the book is grounded in the principles of constructivist learning theory and continuous improvement. It helps you to connect with what you already know about assessment, integrate that knowledge with new information, and try new approaches to enhance your students' learning. You see clearly what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm."--Jacket.
Record details
- ISBN: 0205287387
- ISBN: 9780205287383
- Physical Description: xviii, 286 pages ; 24 cm
- Publisher: Boston : Allyn and Bacon, ©2000.
Content descriptions
Bibliography, etc. Note: | Includes bibliographical references and index. |
Formatted Contents Note: | Experiencing a paradigm shift through assessment -- Understanding hallmarks of learner-centered teaching and assessment -- Applying principles of good practice in learner-centered assessment -- Setting direction with intended learning outcomes -- Using feedback from students to improve learning -- Using rubrics to provide feedback to students -- Assessing students' ability to think critically and solve problems -- Using portfolios to promote, support, and evaluate learning -- Shifting the paradigm: individual and organizational implications. |
Search for related items by subject
Subject: | College teaching. College students > Rating of. Learning > Evaluation. Educational tests and measurements. |
Available copies
- 1 of 1 copy available at Kirtland Community College.
Holds
- 0 current holds with 1 total copy.
Show Only Available Copies
Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
---|---|---|---|---|---|
Kirtland Community College Library | LB 2331 .H83 2000 | 30775305532393 | General Collection | Available | - |
Learner-Centered Assessment on College Campuses : Shifting the Focus from Teaching to Learning
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Table of Contents
Learner-Centered Assessment on College Campuses : Shifting the Focus from Teaching to Learning
Section | Section Description | Page Number |
---|---|---|
Most chapter include Looking Ahead, Try Something New, and References | ||
I | Developing A Learner-Centered Perspective | |
1 | Experiencing a Paradigm Shift Through Assessment | |
Teacher-Centered and Learner-Centered Paradigms of Instruction | ||
A Systems Perspective on Learner-Centered Teaching | ||
Definition of Assessment | ||
Elements of the Assessment Process | ||
A Brief History of the Assessment Movement in Higher Education | ||
Assessment and the Improvement of Undergraduate Education | ||
Learner-Centered Assessment and Time | ||
Figure 1-1 | Importance of Learner-Centered Teaching from the Viewpoint of Prominent Leaders in Higher Education | |
Figure 1-2 | Comparison of Teacher-Centered and Learner-Centered Paradigms | |
Figure 1-3 | The Assessment Process | |
Figure 1-4 | Abbreviated Statement of W. Edwards Deming's Fourteen Points for Continuous Improvement | |
Figure 1-5 | Deming's Fourteen Points Adapted for Education | |
Figure 1-6 | Attributes of Quality Undergraduate Education: What the Research Says | |
Figure 1-7 | Allocation of Professor's Time/Effort/Emphasis in Teacher-Centered and Learner-Centered Paradigms | |
2.Understanding Hallmarks of Learner-Centered Teaching and Assessment | ||
Learners Are Actively Involved and Receive Feedback | ||
Learners Apply Knowledge to Enduring and Emerging Issues and Problems | ||
Learners Integrate Discipline-Based Knowledge and General Skills | ||
Pause for an Example: Differences between Typical Teaching Practice and the First Three Hallmarks | ||
Learners Understand the Characteristics of Excellent Work | ||
Learners Become Increasingly Sophisticated Learners and Knowers | ||
Professors Coach and Facilitate, Intertwining Teaching and Assessing | ||
Professors Reveal That They Are Learners, Too | ||
Learning Is Interpersonal, and All Learners Students and Professors Are Respected and Valued | ||
Figure 2-1 | Hallmarks of Learner-Centered Teaching | |
Figure 2-2 | A Learner-Centered Example from Business Management | |
Figure 2-3 | A Learner-Centered Example from Construction Engineering | |
Figure 2-4 | A Learner-Centered Example from Forestry | |
Figure 2-5 | A Learner-Centered Example from Mathematics | |
Figure 2-6 | A Learner-Centered Example from Sociology | |
3 | Applying Principles of Good Practice in Learner-Centered Assessment | |
Principles of Good Assessment Practice | ||
Key Questions to Consider When Establishing or Evaluating an Assessment Program | ||
Figure 3-1 | Principles of Good Practice for Assessing Student Learning | |
Figure 3-2 | Hallmarks of Successful Assessment Programs to Assess Student Academic Achievement | |
Figure 3-3 | Sample Matrix for Assessment Planning, Monitoring, or Reporting | |
Figure 3-4 | Suggested Roles for Administrators in Assessment | |
Figure 3-5 | Key Elements in an Assessment Plan | |
II | Implementing A Learner-Centered Perspective | |
4 | Setting Direction with Intended Learning Outcomes | |
Intended Learning Outcomes | ||
Benefits of Formulating Intended Learning Outcomes | ||
Characteristics of Effective Intended Learning Outcomes | ||
Figure 4-1 | Benefits of Formulating Intended Learning Objectives | |
Figure 4-2 | Characteristics of Effective Intended Learning Outcomes | |
Figure 4-3 | The College of St | |
Scholastic Mission and General Education Outcomes | ||
Figure 4-4 | Babson College Mission and Competencies | |
Figure 4-5 | Rutgers University Mission and University-Wide Learning Goals | |
Figure 4-6 | Southern West Virginia Community and Technical College Mission and |