Book
Learner-centered assessment on college campuses : shifting the focus from teaching to learning
Record details
- ISBN: 2900205287382
- ISBN: 9780205287383
- ISBN: 0205287387
-
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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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 |
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