LEADER 05323nam 2200649 a 450 001 9910789969303321 005 20200520144314.0 010 $a1-00-344305-2 010 $a1-000-97902-4 010 $a1-000-97376-X 010 $a1-003-44305-2 010 $a1-57922-495-4 035 $a(CKB)2670000000160197 035 $a(EBL)911878 035 $a(OCoLC)779850760 035 $a(SSID)ssj0000622586 035 $a(PQKBManifestationID)12223768 035 $a(PQKBTitleCode)TC0000622586 035 $a(PQKBWorkID)10643071 035 $a(PQKB)11688938 035 $a(Au-PeEL)EBL911878 035 $a(CaPaEBR)ebr10545784 035 $a(MiAaPQ)EBC911878 035 $a(EXLCZ)992670000000160197 100 $a20100429d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing for learning$b[electronic resource] $ebuilding a sustainable commitment across the institution /$fPeggy L. Maki 205 $a2nd ed. 210 $aSterling, Va. $cStylus$d2010 215 $a1 online resource (354 p.) 300 $aDescription based upon print version of record. 311 $a1-57922-440-7 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgments; Preface to the Second Edition; 1 DEVELOPING A COLLECTIVE INSTITUTIONAL COMMITMENT; A Culture of Inquiry; Dialogue About Teaching and Learning Across the Institution; Anatomy of the Collaborative Assessment Process; Viewing the Process at Work; Planning the Assessment Process Backward; Principles of an Inclusive Commitment; Accountability; The International Context: The Bologna Process; The Science of Learning; The Scholarship of Teaching and Learning; Disciplinary and Professional Organizations' Focus on Student Learning 327 $aInstitutional Focus on Learning-CenterednessInstitutional Focus on Becoming a Learning Organization; Establishing Interrelated Positions of Inquiry in a Learning Organization; The Institution's Positions of Inquiry; Students' Positions of Inquiry; Educators' Positions of Inquiry; Roles and Responsibilities Across the Institution; Presidents, Chancellors, System Heads, and Senior-Level Administrators; Boards of Trustees; Campus Leaders; Faculty, Administrators, Staff, Students, and Other Contributors to Student Learning; An Institution's Principles-of-Commitment Statement 327 $aContexts to Ground the CommitmentHigher Education's Ownership; Works Cited; Additional Resources; Worksheets, Guides, and Exercises; 2 BEGINNING WITH DIALOGUE ABOUT TEACHING AND LEARNING; The Continuum of Learning: Beyond an Aggregation of Courses, Credits, and Seat Time; A Focus on Integration; Coordinating Committees; A Campus-Wide Assessment Committee; Program- or Department-Level Assessment Committees; Dialogue Focused on Expectations for Student Learning; Dialogue Focused on the Design of the Curriculum and Co-Curriculum 327 $aCurricular and Co-Curricular Maps and Inventories of Educational PracticesMaps; Inventories of Educational Practices; The Design of Our Work; Works Cited; Additional Resources; Worksheets, Guides, and Exercises; Appendix 2.1 Student Engagement in a General Education Science Course; Appendix 2.2 Sample Pages from Business Administration Map; Appendix 2.3 Partial Department Curriculum Map Identifying Where and at What Level General Education Outcomes Are Addressed in the Physics Curriculum, How Students Learn Those Outcomes, and How They Are Assessed for Their Learning 327 $aAppendix 2.4 Coding for Curricular Mapping (Ohio State University: Pharmacy)3 MAKING CLAIMS ABOUT STUDENT LEARNING WITHIN CONTEXTS FOR LEARNING; Outcome Statements; Characteristics of Institution- and Program-Level Learning Outcome Statements; Difference Between Program or Institutional Objectives and Learning Objectives; Levels of Learning Outcome Statements; Taxonomies; Collaboration to Develop and Review Outcome Statements; Strategies for Developing Outcome Statements; Strategy 1: Mission Statements; Strategy 2: Professional Organizations; Strategy 3: Student Work 327 $aStrategy 4: An Epistemological and Ethnographic Process 330 $aPeggy Maki updates and expands the contents of her acclaimed first edition to reflect changes in assessment practices and developments over the prior seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to 606 $aUniversities and colleges$zUnited States$xExaminations 606 $aEducation, Higher$zUnited States$xEvaluation 615 0$aUniversities and colleges$xExaminations. 615 0$aEducation, Higher$xEvaluation. 676 $a378.1/671 700 $aMaki$b Peggy$01492468 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789969303321 996 $aAssessing for learning$93836556 997 $aUNINA