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Developing outcomes-based assessment for learner-centered education : a faculty introduction / 1st ed

Developing outcomes-based assessment for learner-centered education : a faculty introduction / 1st ed

자료유형
단행본
개인저자
Driscoll, Amy. Wood, Swarup, 1962-.
서명 / 저자사항
Developing outcomes-based assessment for learner-centered education : a faculty introduction / Amy Driscoll and Swarup Wood.
판사항
1st ed.
발행사항
Sterling, Va. :   Stylus,   2007.  
형태사항
xii, 275 p. : ill. ; 23 cm.
ISBN
1579221947 (cloth : alk. paper) 9781579221942 (cloth : alk. paper) 1579221955 (pbk. : alk. paper) 9781579221959 (pbk. : alk. paper)
내용주기
Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.
서지주기
Includes bibliographical references (p. 267-268) and index.
일반주제명
Educational tests and measurements --United States. Competency-based education --United States.
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020 ▼a 1579221947 (cloth : alk. paper)
020 ▼a 9781579221942 (cloth : alk. paper)
020 ▼a 1579221955 (pbk. : alk. paper)
020 ▼a 9781579221959 (pbk. : alk. paper)
035 ▼a (KERIS)REF000012832491
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082 0 0 ▼a 378.1/664 ▼2 23
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090 ▼a 378.1664 ▼b D781d
100 1 ▼a Driscoll, Amy.
245 1 0 ▼a Developing outcomes-based assessment for learner-centered education : ▼b a faculty introduction / ▼c Amy Driscoll and Swarup Wood.
250 ▼a 1st ed.
260 ▼a Sterling, Va. : ▼b Stylus, ▼c 2007.
300 ▼a xii, 275 p. : ▼b ill. ; ▼c 23 cm.
504 ▼a Includes bibliographical references (p. 267-268) and index.
505 0 ▼a Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.
650 0 ▼a Educational tests and measurements ▼z United States.
650 0 ▼a Competency-based education ▼z United States.
700 1 ▼a Wood, Swarup, ▼d 1962-.
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 378.1664 D781d 등록번호 111788975 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

Section	Section Description	Page Number
1	Why Develop Outcomes for Assessment and Learning?: Why Not?	p. 1
    Story: Difficult Beginnings	p. 1
    Our Approach to This Book and Outcomes-Based Assessment	p. 2
        A First Question: Why Now?	p. 3
        The Big Picture of Outcomes-Based Education	p. 4
        Defining Learning Outcomes	p. 5
    Outcomes-Based Assessment-Why?	p. 6
        Shifting to a Learning Paradigm	p. 7
        Support and Objections	p. 7
    Outcomes-Based Assessment-Why Not?	p. 8
        Concerns and Objections	p. 8
        Important Faculty Dialogue: Starting Points	p. 9
    Significant Connections: Learning Theory and Research	p. 11
        The Nature of Learning: Supporting Outcomes-based Assessment	p. 11
        Outcomes Support "Deep Learning" for Students	p. 13
    External Pressures for Outcomes-Based Assessment	p. 15
        Positive Perspectives	p. 15
        Building a Learning Community	p. 16
    Developing Academic Currency: Another Role for Outcomes-Based Assessment	p. 18
    A Conversation With Swarup	p. 19
    A Promise to Our Readers (Learners)	p. 20
2	A Culture for Faculty Learning About Outcomes-Based Assessment: Honoring and Addressing the Realities	p. 23
    Story: Evidence of Trust	p. 23
    A Culture for Faculty Learning and Empowerment	p. 24
    A Look at Faculty Learning Communities	p. 25
    A Climate of Inquiry	p. 27
        Starting With Your Questions	p. 29
        Building Communities of Inquiry	p. 30
    Communication and Collaboration: Honoring and Addressing the Realities	p. 31
    Continuous Communication in Multiple Forms	p. 32
    Communicating Our Purposes	p. 33
    Qualities and Principles of Assessing Learning	p. 34
        Institutional Examples of Qualities and Principles of Assessing Learning	p. 35
        Gathering Perspectives: Building Community	p. 36
    Collaboration: Involving Out Colleagues	p. 37
    From Privacy to Collaboration	p. 38
    Facilitating Collaboration (and Communication) Effectively	p. 40
    Commitment Through Ownership and Empowerment	p. 41
        Constructivist Faculty Development	p. 41
        Practical Guides for Achieving Ownership	p. 43
    A Conversation With Swarup	p. 44
3	Outcomes: Articulating Our Learning Expectations	p. 49
    Story: What Am I Supposed to Be Doing in This Class?	p. 49
    Outcomes-What and Why?	p. 51
    Defining Learning Outcomes-Again!	p. 51
    Dimensions of Learning Outcomes	p. 52
    Sources of Learning Outcomes	p. 54
        Goals: Translating to Learning Outcomes	p. 54
        Professional and Disciplinary Associations	p. 55
        Community Sources	p. 56
        Faculty and Students	p. 58
    Ensuring High-Quality Learning Outcomes	p. 59
        Multiple Sources and Perspectives	p. 59
        Clarity as a Beginning Foundation	p. 59
    A Final Consideration: Is It the Right Outcome?	p. 62
    Developing Outcomes: A Faculty Dialogue and Learning Process	p. 63
    Taxonomies: Support for Development	p. 64
    Prioritizing Curriculum Content	p. 65
    Final Reminders for Articulating Learning Outcomes	p. 67
    Using Outcomes to Plan Teaching and Learning, Curriculum, and Assessment	p. 67
    Outcomes as the Focus	p. 68
        Using Learning Outcomes as a Centerpiece	p. 68
        Checking Your Readiness for the Learning Outcomes	p. 70
    A Conversation With Swarup	p. 71
4	Student Evidence: Designing Assignments and Assessments for Diverse Learners	p. 74
    Stories: Student Interpretations of Our Assignments and Assessments	p. 74
    Designing Student Evidence: Support for Student Learning	p. 76
    Qualities of Student-Centered Assignments or Assessments	p. 76
    Moving Toward Authentic Assessment	p. 77
    Designing for Diversity	p. 80
        Gardner''s Multiple Intelligences	p. 81
        Kolb''s Learning Styles	p. 82
        More Differences to Consider in Assessment Designs	p. 83
    Fair Assessment Practices: Equitable Opportunities for Students	p. 84
    Formative and Summative Assessment	p. 86
    Portfolios: Engaging Learners in Assessment	p. 88
    A Conversation With Swarup	p. 91
5	Criteria and Standards for Assessment: No Longer a Faculty Secret	p. 95
    Story: Students'' Surprise	p. 95
    Criteria and Standards: What? Why? and How?	p. 97
        What Are Criteria?	p. 98
        Why Not Leave Criteria "Secret"?	p. 99
        How Do We Design Criteria?	p. 101
    Standards: Continuing the Learning Process	p. 103
    Standards Support Faculty Too	p. 106
    Rubrics: Another Way of Supporting Students	p. 107
    Criteria and Standards: Another Responsibility and Challenge	p. 109
    A Conversation with Swarup	p. 114
6	Faculty Responses to Development of Outcomes-Based Assessment Protocols	p. 117
    Story: Learning From My Colleagues	p. 117
    Interviews: Inquiry, Motivation, Approach	p. 118
    Study Context: Faculty Learning Communities	p. 119
    Developing Criteria and Standards Through Inquiry	p. 120
    Methods	p. 122
    Implications for Individual Faculty Members, Faculty Development, and Institutions	p. 122
    Value of the Assessment Work	p. 123
        Deepening Our Own Learning	p. 124
        Refining the Outcomes	p. 124
        The Importance of an Inquiry-Based Process	p. 125
    Shared Understanding of Learning Outcomes	p. 125
    Concerns about the OBE Agenda	p. 127
    Influence of Faculty Status on Participation	p. 128
    Consideration of Learning Outcomes From a Student''s Perspective	p. 130
    Summary	p. 131
    A Conversation With Amy	p. 131
7	Going Beyond Making Assessment "Public and Visible"	p. 135
    Story: Syllabi as Communication	p. 135
    Making Assessment Public and Visible: Why Go Beyond?	p. 138
    Beyond Public and Visible to "Understood and Useful": From Syllabi to Pedagogy	p. 139
    Beyond Public and Visible to "Connected and Meaningful": Program Coherence and Value	p. 147
        Making Meaning of Our Program Outcomes	p. 147
        Webbing Our Program Outcomes for Connectedness	p. 148
    Program Review Processes: Toward Meaningful and Connected	p. 149
    Ensuring Public and Visible: From First-Year Experiences to Graduation	p. 150
    A Conversation With Swarup	p. 153
8	Alignment: Making Explicit Connections Between Teaching Decisions and Learning Outcomes	p. 156
    Story: Comparing Perceptions	p. 156
    Alignment of Teaching and Curriculum With Learning Outcomes	p. 158
    Reasons for Studying Alignment	p. 159
    Initial Experiences: Easing Faculty Into Assessment	p. 160
    Directions for Using Course Alignment Grids	p. 162
    What to Look for in an Alignment Grid: Analyzing the Data	p. 162
        Gaps in the Alignment	p. 165
        Patterns in the Alignment	p. 165
        Integration of Curriculum and Pedagogy	p. 166
    Benefits of Course Alignment Processes	p. 166
    Continued Use of Course Alignment Projects	p. 168
    Possible Extensions of Alignment for Expanded Improvement	p. 169
    Program Alignment: A Larger Coherency	p. 169
    Going Beyond Alignment: A Simple Check on Learner-Centered Courses and Curriculum	p. 170
    Reflections from Faculty: Impact of and Insights on Alignment	p. 173
9	Reviewing and Analyzing Student Evidence: Constructivist Faculty Development	p. 176
    Story: Faculty Know Best	p. 176
    Rationale for the Collaborative Analysis of Student Work	p. 178
        Evidence of Student Learning	p. 179
        A Common Understanding of Outcomes, Criteria, and Standards	p. 180
        Connecting Teaching and Assessment Activities to the Learning Outcomes	p. 181
        Benefiting From Collaboration	p. 182
    Qualities of the Process of Collaborative Review of Student Work	p. 183
        Making It Inquiry Based	p. 183
        Engaging Faculty with Valuable Experiences	p. 184
        Drawing on Faculty Expertise	p. 184
        Understanding the Value of Collaboration	p. 185
    Process: Practical Issues to Consider	p. 186
        Determining the Purpose	p. 186
        Providing Institutional Support	p. 187
        Selecting Examples of Student Work	p. 188
        Providing Good Facilitation	p. 189
        Building Rapport and Trust	p. 190
        Developing a Method	p. 190
    Results of Collaborative Assessment of Student Work: Learner-Centered Decisions	p. 193
    A Conversation With Amy	p. 197
10	Faculty Responses to Assessment of Student Evidence	p. 201
    Story: Scientists Discover Grading Rubric Out of Alignment	p. 201
    Interviews: Inquiry, Motivation, Approach	p. 202
        Rationale for My Second Interview Study	p. 202
        Methods for the Interview Study	p. 203
        The Process of Analyzing Student Work	p. 205
    Response Themes	p. 206
        Building Consensus on What Learning Outcomes Mean to Faculty	p. 206
        Fear and Vulnerability	p. 207
        Bias	p. 209
        Aligning Teaching and Assessment With Learning Outcomes, Criteria, and Standards	p. 210
        Changes in Teaching, Assessment, and Reflection on Pedagogy	p. 211
        Peer Review and Collaboration	p. 212
        The Value of OBE	p. 212
        Benefits and Value	p. 213
    Implications of the Collaborative Review Process for Individual Faculty Members, Faculty Development, and Institutions	p. 215
    A Conversation With Amy	p. 217
11	Moving to Outcomes-Based Assessment and Learner-Centered Education Through the Scholarship of Teaching, Learning, and Assessment	p. 220
    Preparation Phase: Beginning to Think About Outcomes-Based Assessment (chapter 1)	p. 223
    Examining Your Work Culture (chapter 2)	p. 225
    Shifting to Outcomes (chapter 3)	p. 226
    Getting Beyond Final Exams (chapter 4)	p. 227
    Pulling Those Expectations Out and Public for Students (chapter 5)	p. 228
    Designing a Syllabus That Informs, Supports, and Is Aligned with Learning Outcomes (chapters 7 and 8)	p. 229
    Learning About Teaching From Students'' Work (chapter 9)	p. 230
    Summary	p. 232
Faculty Teaching Vignette One: Connection, Reflection, and Assessment: Assessing Learning Outcomes in a Multicultural Conflict Resolution Course	p. 235
Faculty Teaching Vignette Two: Graphic Organizers Guide Students to Achieve Multiple Learning Outcomes: Constructing Meaning in a Community-Based Watershed Restoration Course	p. 239
Faculty Teaching Vignette Three: First-Year Seminar: Orienting Students to Outcomes-Based Education	p. 249
Commencement Speech	p. 257
Assessment Web Site Resource List	p. 263
Glossary	p. 265
Annotated Bibliography	p. 267
Index	p. 269

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