LEADER 03767nam 22006972 450 001 9910449708603321 005 20151005020622.0 010 $a1-107-13466-8 010 $a0-511-17816-6 010 $a9786610041992 010 $a1-280-04199-4 010 $a0-511-03056-8 010 $a1-280-43428-7 010 $a0-511-04266-3 010 $a0-511-14866-6 010 $a0-511-33045-6 010 $a0-511-61390-3 010 $a0-511-04589-1 035 $a(CKB)1000000000006607 035 $a(EBL)202293 035 $a(OCoLC)475917490 035 $a(SSID)ssj0000232188 035 $a(PQKBManifestationID)11194987 035 $a(PQKBTitleCode)TC0000232188 035 $a(PQKBWorkID)10209070 035 $a(PQKB)11459376 035 $a(UkCbUP)CR9780511613906 035 $a(MiAaPQ)EBC202293 035 $a(MiAaPQ)EBC4949505 035 $a(Au-PeEL)EBL202293 035 $a(CaPaEBR)ebr10030902 035 $a(CaONFJC)MIL43428 035 $a(Au-PeEL)EBL4949505 035 $a(CaONFJC)MIL4199 035 $a(OCoLC)56352117 035 $a(EXLCZ)991000000000006607 100 $a20090914d2002|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aRadical interpretation in religion /$fedited by Nancy K. Frankenberry$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2002. 215 $a1 online resource (xvi, 231 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-01705-X 311 $a0-521-81686-6 320 $aIncludes bibliographical references (p. 213-226) and index. 327 $aSaving belief: on the new materialism in religious studies / Terry F. Godlove, Jr.-- Radical interpretation and pragmatism: Davidson, Rorty, and Brandom on truth / Jeffrey Stout -- Cultural politics and the question of the existence of God / Richard Rorty -- Religious belief and naturalism / Wayne L. Proudfoot -- "The Chinese believe in spirits": belief and believing in the study of religion / Catherine M. Bell -- On interpreting the world religiously / E. Thomas Lawson -- Are religious beliefs counter-intuitive? / Maurice Bloch -- You don't read a myth for information / Hans H. Penner -- Religion as a "mobile army of metaphors" / Nancy K. Frankenberry -- Manna, mana everywhere and /// / Jonathan Z. Smith. 330 $aThis landmark interdisciplinary volume presents new methodological options for the study of religion in the twenty-first century. Ten distinguished scholars offer radical interpretations of religious belief and language from a variety of perspectives: anthropology of religion, ritual studies, cognitive psychology, semantics, post-analytic philosophy, history of religions, and philosophy of religion. For the first time, a collection of original essays explores the significance of Donald Davidson's 'radical interpretation', Robert Brandom's 'inferentialism', and Richard Rorty's pragmatism for issues in the study of religion. Related topics include cultural variations in belief from Madagascar to China, experimental research from cognitive science, and the semantics of myth, metaphor, mana and manna. Radical Interpretation in Religion will be of interest to both general readers and specialists seeking a deeper understanding of new directions in the study of religion. 606 $aReligion$vCongresses 615 0$aReligion 676 $a200/.7 702 $aFrankenberry$b Nancy$f1947- 801 0$bUkCbUP 801 1$bUkCbUP 906 $aBOOK 912 $a9910449708603321 996 $aRadical interpretation in religion$92460986 997 $aUNINA LEADER 09544nam 2200685 450 001 9910798046303321 005 20230808213056.0 010 $a1-119-05093-6 010 $a1-119-05092-8 035 $a(CKB)3710000000541026 035 $a(EBL)4205832 035 $a(SSID)ssj0001591743 035 $a(PQKBManifestationID)16226222 035 $a(PQKBTitleCode)TC0001591743 035 $a(PQKBWorkID)14831272 035 $a(PQKB)11502042 035 $a(PQKBManifestationID)16288717 035 $a(PQKB)21496085 035 $a(MiAaPQ)EBC4205832 035 $a(DLC) 2015045323 035 $a(Au-PeEL)EBL4205832 035 $a(CaPaEBR)ebr11152480 035 $a(CaONFJC)MIL883614 035 $a(OCoLC)935251580 035 $a(EXLCZ)993710000000541026 100 $a20160217h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLearning assessment techniques $ea handbook for college faculty /$fElizabeth F. Barkley and Claire Howell Major 210 1$aSan Francisco, California :$cJossey-Bass,$d2016. 210 4$dİ2016 215 $a1 online resource (483 p.) 300 $aDescription based upon print version of record. 311 $a1-119-05089-8 320 $aIncludes bibliographical references and index. 327 $aMachine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . 330 $a"50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references--all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. This book also provides access to a downloadable worksheet to guide teachers through the seven steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment"--$cProvided by publisher. 330 $a"The book includes an all-new Learning Goals Inventory to help you determine significant learning goals and identify the appropriate techniques to help students achieve these goals, as well as a downloadable worksheet to guide teachers through the seven steps of the Learning Assessment Techniques planning and implementation cycle and more than 35 customizable assessment rubrics. College teachers today are under increased pressure to teach effectively and to provide evidence of both what and how well students are learning. Learning Assessment Techniques is an invaluable toolbox for college teachers in any subject and provides a practical framework for seamlessly integrating teaching, learning, and assessment"--$cProvided by publisher. 606 $aCollege teaching$xEvaluation 606 $aCollege students$xRating of 606 $aLearning$xEvaluation 606 $aEducation, Higher$xAims and objectives 615 0$aCollege teaching$xEvaluation. 615 0$aCollege students$xRating of. 615 0$aLearning$xEvaluation. 615 0$aEducation, Higher$xAims and objectives. 676 $a378.1/25 686 $aEDU029000$2bisacsh 700 $aBarkley$b Elizabeth F.$0788670 702 $aMajor$b Claire Howell 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910798046303321 996 $aLearning assessment techniques$93751991 997 $aUNINA