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Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist
| Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 375.001 |
| Collana | Transdisciplinary Perspectives in Educational Research |
| Soggetto topico |
Learning - Evaluation
Teaching - Evaluation Education - Curricula Ensenyament Aprenentatge Avaluació educativa Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20810-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- 1. Introduction -- Part I. Theoretical Reflections on Research Orientations in Didactics -- 2. Pedagogical Content Knowledge and Subject Didactics. An Intercontinental Dialogue? -- 3. Comparative Didactics. A (re)constructive move from Subject Didactics in the French-Speaking Educational Research -- 4. Teaching Traditions in Classroom Practice – A Comparative Didactic Approach -- 5. The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons -- Part II. Methods and Lenses for Exploring Teaching and Learning in the Classroom -- 6. Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain -- 7. Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction -- 8. Issues in “Individualized” Teaching Practice in Germany. An Ethno-Methodological Approach -- 9. Towards Programmatic Research When Studying Classroom Teaching and Learning? -- Part III. Didactics Meets Societal Challenges -- 10. Addressing Gender in French Research on Subject Didactics. A New Line of Investigation in Physical Education -- 11. A Gender-balanced Approach to Teaching Visual Literacy in the Czech Republic -- 12. Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums -- 13. ICT in the Classroom. Didactical Challenges for Practitioners and Researchers -- Index. |
| Record Nr. | UNINA-9910647382903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine
| Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2019] |
| Descrizione fisica | 1 online resource (xvii, 285 pages) |
| Disciplina | 370.72 |
| Collana | Contemporary approaches to research in learning innovations |
| Soggetto topico |
Education - Research - Statistical methods
Education - Data processing Learning - Evaluation Educational evaluation |
| Soggetto genere / forma | Electronic books. |
| ISBN |
9789004399273
9789004396616 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction -- Big Data Analytics in Education for Dynamic Personalised Learning Design / Myint Swe Khine -- Trends in Learning Analytics -- Post-Traditional Learning Analytics / Alexander Amigud -- The Use of Analytics for Educational Purposes / Min Liu , Zilong Pan , Xin Pan , Dongwook An , Wenting Zou , Chenglu Li and Yi Shi -- A Snapshot of Research on Learning Analytics / Selcan Kilis and Yasemin Gulbahar -- The Benefits of Learning Analytics in Open and Distance Education / Billy Tak-Ming Wong -- Pedagogical Applications of Learning Analytics -- The New Smarts in Teaching and Learning / Jon Mason , Stefan Popenici , Leigh Blackall and Peter Shaw -- Following the Learners’ Traces / Arif Altun and Mehmet Kokoç -- Analytical Indicators for Profiling and Improving Engagement and Success of Vulnerable Participants / Mirella Atherton -- Triangulating Student Engagement with “Built and Bought” Learning Analytics / John Fritz and Robert Carpenter -- Learning Analytics and Educational Research -- Implementation of a Learning Analytics System in a Productive Higher Education Environment / Clara Schumacher , Daniel Klasen and Dirk Ifenthaler -- Discourse Analysis Visualization Based on Community of Inquiry Framework / Masanori Yamada , Yoshiko Goda , Kosuke Kaneko , Junko Handa and Yumi Ishige -- Learning Support Systems Based on Cohesive Learning Analytics / Fumiya Okubo , Masanori Yamada , Misato Oi , Atsushi Shimada , Yuta Taniguchi and Shin’ichi Konomi -- The Learning Analytics and Flipped PBL for Tool-Design Learning / Il-Hyun Jo -- Learning Analytics Cockpit for MOOC Platforms / Karin Maier , Philipp Leitner and Martin Ebner. |
| Record Nr. | UNINA-9910480448903321 |
| Leiden ; ; Boston : , : Brill Sense, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine
| Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2019] |
| Descrizione fisica | 1 online resource (xvii, 285 pages) |
| Disciplina | 370.72 |
| Collana | Contemporary approaches to research in learning innovations |
| Soggetto topico |
Education - Research - Statistical methods
Education - Data processing Learning - Evaluation Educational evaluation |
| ISBN |
9789004399273
9789004396616 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction -- Big Data Analytics in Education for Dynamic Personalised Learning Design / Myint Swe Khine -- Trends in Learning Analytics -- Post-Traditional Learning Analytics / Alexander Amigud -- The Use of Analytics for Educational Purposes / Min Liu , Zilong Pan , Xin Pan , Dongwook An , Wenting Zou , Chenglu Li and Yi Shi -- A Snapshot of Research on Learning Analytics / Selcan Kilis and Yasemin Gulbahar -- The Benefits of Learning Analytics in Open and Distance Education / Billy Tak-Ming Wong -- Pedagogical Applications of Learning Analytics -- The New Smarts in Teaching and Learning / Jon Mason , Stefan Popenici , Leigh Blackall and Peter Shaw -- Following the Learners’ Traces / Arif Altun and Mehmet Kokoç -- Analytical Indicators for Profiling and Improving Engagement and Success of Vulnerable Participants / Mirella Atherton -- Triangulating Student Engagement with “Built and Bought” Learning Analytics / John Fritz and Robert Carpenter -- Learning Analytics and Educational Research -- Implementation of a Learning Analytics System in a Productive Higher Education Environment / Clara Schumacher , Daniel Klasen and Dirk Ifenthaler -- Discourse Analysis Visualization Based on Community of Inquiry Framework / Masanori Yamada , Yoshiko Goda , Kosuke Kaneko , Junko Handa and Yumi Ishige -- Learning Support Systems Based on Cohesive Learning Analytics / Fumiya Okubo , Masanori Yamada , Misato Oi , Atsushi Shimada , Yuta Taniguchi and Shin’ichi Konomi -- The Learning Analytics and Flipped PBL for Tool-Design Learning / Il-Hyun Jo -- Learning Analytics Cockpit for MOOC Platforms / Karin Maier , Philipp Leitner and Martin Ebner. |
| Record Nr. | UNINA-9910795184603321 |
| Leiden ; ; Boston : , : Brill Sense, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine
| Emerging trends in learning analytics : leveraging the power of education data / / edited by Myint Swe Khine |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2019] |
| Descrizione fisica | 1 online resource (xvii, 285 pages) |
| Disciplina | 370.72 |
| Collana | Contemporary approaches to research in learning innovations |
| Soggetto topico |
Education - Research - Statistical methods
Education - Data processing Learning - Evaluation Educational evaluation |
| ISBN |
9789004399273
9789004396616 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Copyright page -- List of Figures and Tables -- Notes on Contributors -- Introduction -- Big Data Analytics in Education for Dynamic Personalised Learning Design / Myint Swe Khine -- Trends in Learning Analytics -- Post-Traditional Learning Analytics / Alexander Amigud -- The Use of Analytics for Educational Purposes / Min Liu , Zilong Pan , Xin Pan , Dongwook An , Wenting Zou , Chenglu Li and Yi Shi -- A Snapshot of Research on Learning Analytics / Selcan Kilis and Yasemin Gulbahar -- The Benefits of Learning Analytics in Open and Distance Education / Billy Tak-Ming Wong -- Pedagogical Applications of Learning Analytics -- The New Smarts in Teaching and Learning / Jon Mason , Stefan Popenici , Leigh Blackall and Peter Shaw -- Following the Learners’ Traces / Arif Altun and Mehmet Kokoç -- Analytical Indicators for Profiling and Improving Engagement and Success of Vulnerable Participants / Mirella Atherton -- Triangulating Student Engagement with “Built and Bought” Learning Analytics / John Fritz and Robert Carpenter -- Learning Analytics and Educational Research -- Implementation of a Learning Analytics System in a Productive Higher Education Environment / Clara Schumacher , Daniel Klasen and Dirk Ifenthaler -- Discourse Analysis Visualization Based on Community of Inquiry Framework / Masanori Yamada , Yoshiko Goda , Kosuke Kaneko , Junko Handa and Yumi Ishige -- Learning Support Systems Based on Cohesive Learning Analytics / Fumiya Okubo , Masanori Yamada , Misato Oi , Atsushi Shimada , Yuta Taniguchi and Shin’ichi Konomi -- The Learning Analytics and Flipped PBL for Tool-Design Learning / Il-Hyun Jo -- Learning Analytics Cockpit for MOOC Platforms / Karin Maier , Philipp Leitner and Martin Ebner. |
| Record Nr. | UNINA-9910821245903321 |
| Leiden ; ; Boston : , : Brill Sense, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving learning through dynamic assessment [[electronic resource] ] : a practical classroom resource / / Fraser Lauchlan and Donna Carrigan
| Improving learning through dynamic assessment [[electronic resource] ] : a practical classroom resource / / Fraser Lauchlan and Donna Carrigan |
| Autore | Lauchlan Fraser |
| Pubbl/distr/stampa | London, : Jessica Kingsley Publishers, 2013 |
| Descrizione fisica | 1 online resource (162 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) | CarriganDonna |
| Soggetto topico |
Educational evaluation
Learning - Evaluation |
| ISBN |
1-299-31143-1
0-85700-731-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Improving Learning through Dynamic Assessment; Acknowledgements; Section 1: Introduction: How to use this resource; 1.1Summary of what is contained in this resource; 1.2With what age range of children can this resource be used?; 1.3How long does it take to put into practice?; 1.4What materials should be used when undertaking the assessment phase of Improving Learning Through Dynamic Assessment?; 1.5How are teachers involved in Improving Learning Through Dynamic Assessment?; 1.6How long does it typically take to run the intervention programme?
1.7Can this resource be used when doing group work?1.8What are the optimal conditions for using this resource?; 1.9Conclusion; Section 2: Theory and Rationale; 2.1 Why do educational psychologists assess?; 2.2 Dynamic assessment and formative assessment; 2.3 Dynamic assessment and empowerment; 2.4 Dynamic assessment and the perceived advantages of including assistance in an assessment; 2.5Dynamic assessment and assessment in education; 2.6 Conclusion; Section 3: Staged Process; 3.1 Overview; 3.2 Assessment; 3.3 Feedback; 3.4 Intervention; 3.5 Review; 3.6 Summary; Section 4: Intervention 4.1 Bank of Strategies: Cognitive4.2 Bank of Strategies: Affective; 4.3 INSET training and group work; Section 5: Materials; 5.1 Checklist of Cognitive Learning Principles; 5.2 Checklist of Affective Learning Principles; 5.3 Learning Profile for; 5.4 Child-friendly Cognitive Learning Principles; 5.5 Child-friendly Affective Learning Principles; 5.6 Bank of Strategies (cognitive): Resources; 5.7 Bank of Strategies (affective): Resources; Dynamic Assessment; Appendix; Case study; References |
| Record Nr. | UNINA-9910792034503321 |
Lauchlan Fraser
|
||
| London, : Jessica Kingsley Publishers, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Improving learning through dynamic assessment : a practical classroom resource / / Fraser Lauchlan and Donna Carrigan
| Improving learning through dynamic assessment : a practical classroom resource / / Fraser Lauchlan and Donna Carrigan |
| Autore | Lauchlan Fraser |
| Pubbl/distr/stampa | London, : Jessica Kingsley Publishers, 2013 |
| Descrizione fisica | 1 online resource (162 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) | CarriganDonna |
| Soggetto topico |
Educational evaluation
Learning - Evaluation |
| ISBN |
1-299-31143-1
0-85700-731-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Improving Learning through Dynamic Assessment; Acknowledgements; Section 1: Introduction: How to use this resource; 1.1Summary of what is contained in this resource; 1.2With what age range of children can this resource be used?; 1.3How long does it take to put into practice?; 1.4What materials should be used when undertaking the assessment phase of Improving Learning Through Dynamic Assessment?; 1.5How are teachers involved in Improving Learning Through Dynamic Assessment?; 1.6How long does it typically take to run the intervention programme?
1.7Can this resource be used when doing group work?1.8What are the optimal conditions for using this resource?; 1.9Conclusion; Section 2: Theory and Rationale; 2.1 Why do educational psychologists assess?; 2.2 Dynamic assessment and formative assessment; 2.3 Dynamic assessment and empowerment; 2.4 Dynamic assessment and the perceived advantages of including assistance in an assessment; 2.5Dynamic assessment and assessment in education; 2.6 Conclusion; Section 3: Staged Process; 3.1 Overview; 3.2 Assessment; 3.3 Feedback; 3.4 Intervention; 3.5 Review; 3.6 Summary; Section 4: Intervention 4.1 Bank of Strategies: Cognitive4.2 Bank of Strategies: Affective; 4.3 INSET training and group work; Section 5: Materials; 5.1 Checklist of Cognitive Learning Principles; 5.2 Checklist of Affective Learning Principles; 5.3 Learning Profile for; 5.4 Child-friendly Cognitive Learning Principles; 5.5 Child-friendly Affective Learning Principles; 5.6 Bank of Strategies (cognitive): Resources; 5.7 Bank of Strategies (affective): Resources; Dynamic Assessment; Appendix; Case study; References |
| Record Nr. | UNINA-9910820779903321 |
|
Lauchlan Fraser
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||
| London, : Jessica Kingsley Publishers, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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 . |
| Record Nr. | UNINA-9910460511503321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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 . |
| Record Nr. | UNINA-9910798046303321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine 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 . |
| Record Nr. | UNINA-9910815951703321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Unlocked : assessment as the key to everyday creativity in the classroom / / Katie White
| Unlocked : assessment as the key to everyday creativity in the classroom / / Katie White |
| Autore | White Katie <1970-> |
| Pubbl/distr/stampa | Bloomington, IN : , : Solution Tree Press, , [2019] |
| Descrizione fisica | 1 online resource (230 pages) |
| Disciplina | 371.26 |
| Soggetto topico |
Learning - Evaluation
Students - Rating of Creative ability - Study and teaching Motivation in education |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-947604-52-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910511486403321 |
|
White Katie <1970->
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||
| Bloomington, IN : , : Solution Tree Press, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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