Learner-centered assessment on college campuses : shifting the focus from teaching to learning
Record details
- ISBN: 2900205287382
- ISBN: 9780205287383
- ISBN: 0205287387
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Physical Description:
xviii, 286 pages ; 24 cm
regular print
print - 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: | Educational tests and measurements Learning Evaluation College students Rating of College teaching |
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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Summary
Learner-Centered Assessment on College Campuses : Shifting the Focus from Teaching to Learning
Learner-Centered Assessment on College Campuses integrates current thinking and research regarding the learning of undergraduate students with principles of best practice in assessment and teaching. The book will help readers see the connection among three powerful trends in higher education today: the focus on learning and learners, the emphasis on the assessment of learning, and the need to continually improve what those in higher education do. Grounded in principles of constructivist learning theory and continuous improvement, the book provides opportunities for readers to make connections with what they already know about assessment, integrate new information with their current knowledge, and try new approaches to enhance the learning of their students. Readers will consider what it means to shift from a teacher-centered paradigm of instruction to a learner-centered paradigm. The book offers practical approaches to help formulate intended learning outcomes, gather feedback from students to guide instruction, and develop scoring criteria for guiding and evaluating student work. Readers will learn how to assess students' ability to think critically, address enduring and emerging issues and problems in their disciplines, and use portfolios to promote and evaluate student learning. Numerous questions to guide implementation, as well as examples from a variety of disciplines and institutions are provided.