You have no items in your shopping cart.
Product Description
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.
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.
Additional Information
| condition | new |
| ISBN | 9781579221942 |
| author | Amy Driscoll,Swarup Wood |
| Publication Date | Jan 6, 2007 |
| Number of Pages | 287 |
| Publisher | Stylus Publishing |
| Table of Contents | 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. |
| Cover Type | Paperback |
| Base Image | /9/7/9781579221959_cf200_1.jpg |
| Small Image | /9/7/9781579221959_cf200_1.jpg |
| Thumbnail | /9/7/9781579221959_cf100_1.jpg |
Product Tags
Add Your Tags:
Use spaces to separate tags. Use single quotes (') for phrases.
