LEADER 09548nam 2200685 450 001 9910460511503321 005 20210615233949.0 010 $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 608 $aElectronic books. 615 0$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 $a9910460511503321 996 $aLearning assessment techniques$92118374 997 $aUNINA LEADER 04923oam 2200721I 450 001 9910455025103321 005 20200520144314.0 010 $a0-429-16491-2 010 $a1-280-20418-4 010 $a9786610204182 010 $a0-8247-4644-9 010 $a0-203-90990-9 024 7 $a10.3109/9780203909904 035 $a(CKB)111004368680650 035 $a(SSID)ssj0000120501 035 $a(PQKBManifestationID)11132015 035 $a(PQKBTitleCode)TC0000120501 035 $a(PQKBWorkID)10091779 035 $a(PQKB)10469205 035 $a(MiAaPQ)EBC1405171 035 $a(MiAaPQ)EBC216151 035 $a(Au-PeEL)EBL1405171 035 $a(CaPaEBR)ebr10051487 035 $a(CaONFJC)MIL20418 035 $a(OCoLC)908670229 035 $a(OCoLC)1000430696 035 $a(Au-PeEL)EBL216151 035 $a(OCoLC)49414621 035 $a(EXLCZ)99111004368680650 100 $a20180331d2000 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChemically induced birth defects /$fJames L. Schardein 205 $a3rd ed., rev. and expanded. 210 1$aNew York :$cMarcel Dekker,$d2000. 215 $axiv, 1109 p. $cill 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-585-38369-3 311 $a0-8247-0265-4 320 $aIncludes bibliographical references and index. 327 $achapter 1 Principles of Teratogenesis Applicable to Drug and Chemical Exposure -- chapter 2 Drug Usage In Pregnancy -- chapter 3 Thalidomide: The Prototype Teratogen -- chapter 4 Drugs Affecting Blood -- chapter 5 Agents Used for Pain -- chapter 6 Anesthetics -- chapter 7 Anticonvulsants -- chapter 8 Psychotropic Drugs -- chapter 9 Hormones and Hormonal Antagonists -- chapter 10 Drugs Used in Respiratory and Allergic Disorders -- chapter 11 Antimicrobial Agents -- chapter 12 Antiparasitical Drugs -- chapter 13 Insulin and Oral Hypoglycemic Agents -- chapter 14 Thyroid-Acting Agents -- chapter 15 Drugs Affecting Muscular Action -- chapter 16 Gastrointestinal Drugs -- chapter 17 Cardiovascular-Renal Drugs -- chapter 18 Cancer Chemotherapeutic Agents -- chapter 19 Immunological Agents -- chapter 20 Chemical Antagonists -- chapter 21 Foods, Nutrients, and Dietary Factors -- chapter 22 Food Additives -- chapter 23 Personal and Social Drugs -- chapter 24 Miscellaneous Drugs -- chapter 25 Chemical Exposure in Pregnancy -- chapter 26 Pesticides -- chapter 27 Metals -- chapter 28 Industrial Solvents -- chapter 29 Diagnostic Agents, Radiochemicals, and Dyes -- chapter 30 Plastics -- chapter 31 Toxins -- chapter 32 Air, Water, and Soil Pollutants -- chapter 33 Miscellaneous Chemicals. 330 $aThis thoroughly revised and updated reference addresses the drugs and chemicals causing malformations and congenital anomalies in the human fetus-comprehensively reviewing experimental studies in animals and clinical data on human development, primarily in the organogenesis period. Addressing current public health concerns over teratogens, Chemically Induced Birth Defects, Third Edition covers and condenses the 2500 new publications on developmental toxicology that appear every year.Provides comprehensive identification of teratogens by chemical, generic, and trade names.Chemically Induced Birth Defects, Third Editiondiscusses the interrelation of over 4100 chemicals in current use, still in the experimental stage, or now obsolete covers recently available drugs, such as misoprostol and fluconazole utilizes the latest Good Laboratory Practices-conducted studies to evaluate specific agents investigates up-to-the-minute impairments of maternal homeostasis that may lead to teratogenesis surveys chemicals by use, distinguishing medicinals from industrial chemicals elucidates recent research on chemicals linked to endocrine disruption and more!Containing over 10,000 citations from the literature, Chemically Induced Birth Defects, Third Edition deserves a place on the bookshelves of all toxicologists, teratologists, pediatricians, obstetricians, gynecologists, environmentalists, biochemists, oncologists, pharmacologists, endocrinologists, and upper-level undergraduate, graduate, and medical school students in these disciplines. 606 $aFetus$xEffect of drugs on 606 $aFetus$xEffect of chemicals on 606 $aAbnormalities, Human$xEtiology 606 $aDrugs$xToxicology 608 $aElectronic books. 615 0$aFetus$xEffect of drugs on. 615 0$aFetus$xEffect of chemicals on. 615 0$aAbnormalities, Human$xEtiology. 615 0$aDrugs$xToxicology. 676 $a618.3 700 $aSchardein$b James L.$099569 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455025103321 996 $aChemically induced birth defects$92493038 997 $aUNINA