Developing Outcomes-Based Assessment for Learner-Centered Education A Faculty Introduction

ISBN-10: 1579221955
ISBN-13: 9781579221959
Edition: 2007
List price: $28.95 Buy it from $6.05
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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  More...

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Book details

List price: $28.95
Copyright year: 2007
Publisher: Stylus Publishing, LLC
Publication date: 6/4/2007
Binding: Paperback
Pages: 287
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 1.100
Language: English

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.

Amy Driscoll , formerly the Director of Teaching, Learning, and Assessment at California State University, Monterey Bay, is an Associate Senior Scholar with the Carnegie Foundation for the Advancement of Teaching.

Why Develop Outcomes for Assessment and Learning?: Why Not?
Story: Difficult Beginnings
Our Approach to This Book and Outcomes-Based Assessment
A First Question: Why Now?
The Big Picture of Outcomes-Based Education
Defining Learning Outcomes
Outcomes-Based Assessment-Why?
Shifting to a Learning Paradigm
Support and Objections
Outcomes-Based Assessment-Why Not?
Concerns and Objections
Important Faculty Dialogue: Starting Points
Significant Connections: Learning Theory and Research
The Nature of Learning: Supporting Outcomes-based Assessment
Outcomes Support "Deep Learning" for Students
External Pressures for Outcomes-Based Assessment
Positive Perspectives
Building a Learning Community
Developing Academic Currency: Another Role for Outcomes-Based Assessment
A Conversation With Swarup
A Promise to Our Readers (Learners)
A Culture for Faculty Learning About Outcomes-Based Assessment: Honoring and Addressing the Realities
Story: Evidence of Trust
A Culture for Faculty Learning and Empowerment
A Look at Faculty Learning Communities
A Climate of Inquiry
Starting With Your Questions
Building Communities of Inquiry
Communication and Collaboration: Honoring and Addressing the Realities
Continuous Communication in Multiple Forms
Communicating Our Purposes
Qualities and Principles of Assessing Learning
Institutional Examples of Qualities and Principles of Assessing Learning
Gathering Perspectives: Building Community
Collaboration: Involving Out Colleagues
From Privacy to Collaboration
Facilitating Collaboration (and Communication) Effectively
Commitment Through Ownership and Empowerment
Constructivist Faculty Development
Practical Guides for Achieving Ownership
A Conversation With Swarup
Outcomes: Articulating Our Learning Expectations
Story: What Am I Supposed to Be Doing in This Class?
Outcomes-What and Why?
Defining Learning Outcomes-Again!
Dimensions of Learning Outcomes
Sources of Learning Outcomes
Goals: Translating to Learning Outcomes
Professional and Disciplinary Associations
Community Sources
Faculty and Students
Ensuring High-Quality Learning Outcomes
Multiple Sources and Perspectives
Clarity as a Beginning Foundation
A Final Consideration: Is It the Right Outcome?
Developing Outcomes: A Faculty Dialogue and Learning Process
Taxonomies: Support for Development
Prioritizing Curriculum Content
Final Reminders for Articulating Learning Outcomes
Using Outcomes to Plan Teaching and Learning, Curriculum, and Assessment
Outcomes as the Focus
Using Learning Outcomes as a Centerpiece
Checking Your Readiness for the Learning Outcomes
A Conversation With Swarup
Student Evidence: Designing Assignments and Assessments for Diverse Learners
Stories: Student Interpretations of Our Assignments and Assessments
Designing Student Evidence: Support for Student Learning
Qualities of Student-Centered Assignments or Assessments
Moving Toward Authentic Assessment
Designing for Diversity
Gardner's Multiple Intelligences
Kolb's Learning Styles
More Differences to Consider in Assessment Designs
Fair Assessment Practices: Equitable Opportunities for Students
Formative and Summative Assessment
Portfolios: Engaging Learners in Assessment
A Conversation With Swarup
Criteria and Standards for Assessment: No Longer a Faculty Secret
Story: Students' Surprise
Criteria and Standards: What? Why? and How?
What Are Criteria?
Why Not Leave Criteria "Secret"?
How Do We Design Criteria?
Standards: Continuing the Learning Process
Standards Support Faculty Too
Rubrics: Another Way of Supporting Students
Criteria and Standards: Another Responsibility and Challenge
A Conversation with Swarup
Faculty Responses to Development of Outcomes-Based Assessment Protocols
Story: Learning From My Colleagues
Interviews: Inquiry, Motivation, Approach
Study Context: Faculty Learning Communities
Developing Criteria and Standards Through Inquiry
Methods
Implications for Individual Faculty Members, Faculty Development, and Institutions
Value of the Assessment Work
Deepening Our Own Learning
Refining the Outcomes
The Importance of an Inquiry-Based Process
Shared Understanding of Learning Outcomes
Concerns about the OBE Agenda
Influence of Faculty Status on Participation
Consideration of Learning Outcomes From a Student's Perspective
Summary
A Conversation With Amy
Going Beyond Making Assessment "Public and Visible"
Story: Syllabi as Communication
Making Assessment Public and Visible: Why Go Beyond?
Beyond Public and Visible to "Understood and Useful": From Syllabi to Pedagogy
Beyond Public and Visible to "Connected and Meaningful": Program Coherence and Value
Making Meaning of Our Program Outcomes
Webbing Our Program Outcomes for Connectedness
Program Review Processes: Toward Meaningful and Connected
Ensuring Public and Visible: From First-Year Experiences to Graduation
A Conversation With Swarup
Alignment: Making Explicit Connections Between Teaching Decisions and Learning Outcomes
Story: Comparing Perceptions
Alignment of Teaching and Curriculum With Learning Outcomes
Reasons for Studying Alignment
Initial Experiences: Easing Faculty Into Assessment
Directions for Using Course Alignment Grids
What to Look for in an Alignment Grid: Analyzing the Data
Gaps in the Alignment
Patterns in the Alignment
Integration of Curriculum and Pedagogy
Benefits of Course Alignment Processes
Continued Use of Course Alignment Projects
Possible Extensions of Alignment for Expanded Improvement
Program Alignment: A Larger Coherency
Going Beyond Alignment: A Simple Check on Learner-Centered Courses and Curriculum
Reflections from Faculty: Impact of and Insights on Alignment
Reviewing and Analyzing Student Evidence: Constructivist Faculty Development
Story: Faculty Know Best
Rationale for the Collaborative Analysis of Student Work
Evidence of Student Learning
A Common Understanding of Outcomes, Criteria, and Standards
Connecting Teaching and Assessment Activities to the Learning Outcomes
Benefiting From Collaboration
Qualities of the Process of Collaborative Review of Student Work
Making It Inquiry Based
Engaging Faculty with Valuable Experiences
Drawing on Faculty Expertise
Understanding the Value of Collaboration
Process: Practical Issues to Consider
Determining the Purpose
Providing Institutional Support
Selecting Examples of Student Work
Providing Good Facilitation
Building Rapport and Trust
Developing a Method
Results of Collaborative Assessment of Student Work: Learner-Centered Decisions
A Conversation With Amy
Faculty Responses to Assessment of Student Evidence
Story: Scientists Discover Grading Rubric Out of Alignment
Interviews: Inquiry, Motivation, Approach
Rationale for My Second Interview Study
Methods for the Interview Study
The Process of Analyzing Student Work
Response Themes
Building Consensus on What Learning Outcomes Mean to Faculty
Fear and Vulnerability
Bias
Aligning Teaching and Assessment With Learning Outcomes, Criteria, and Standards
Changes in Teaching, Assessment, and Reflection on Pedagogy
Peer Review and Collaboration
The Value of OBE
Benefits and Value
Implications of the Collaborative Review Process for Individual Faculty Members, Faculty Development, and Institutions
A Conversation With Amy
Moving to Outcomes-Based Assessment and Learner-Centered Education Through the Scholarship of Teaching, Learning, and Assessment
Preparation Phase: Beginning to Think About Outcomes-Based Assessment (chapter 1)
Examining Your Work Culture (chapter 2)
Shifting to Outcomes (chapter 3)
Getting Beyond Final Exams (chapter 4)
Pulling Those Expectations Out and Public for Students (chapter 5)
Designing a Syllabus That Informs, Supports, and Is Aligned with Learning Outcomes (chapters 7 and 8)
Learning About Teaching From Students' Work (chapter 9)
Summary
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

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