Learning assessment techniques : a handbook for college faculty

목차 (Table of Contents)

• CONTENTS
• Preface = xi
• Acknowledgments = xvii
• The Authors = xix
• Introduction : Conceptual Framework = 1
• How Can We Best Teach to Promote Learning? = 1
• What Is a Learning Assessment Technique(LAT)? = 4
• How Do LATs Support the Kind of Teaching that Promotes Significant Learning? = 5
• Conclusion = 10
• Part One : The Learning Assessment Techniques Cycle = 11
• 1 Clarifying What You Want Students to Learn = 13
• Defining Learning = 13
• Aiming for Significant Learning = 14
• Using the Learning Goals Inventory(LGI) to Identify Significant Learning Goals = 14
• Expressing What You Want Students to Learn in Language that Is Helpful for Assessment = 14
• Identifying Course-Level Learning Goals = 14
• Considering the Challenges Related to Course Learning Objectives and Outcomes = 17
• Determining Course-Level Learning Objectives = 18
• Identifying Course-Level Student Learning Outcomes(SLOs) = 20
• Differentiating Between Learning Objectives and Learning Outcomes = 20
• Crafting a Course Learning Outcome Statement = 21
• Determining Performance Standards for Individuals and the Class as a Whole = 21
• Is All the Work Required Worth the Effort? = 22
• 2 Determining Your Purpose for Assessing Student Learning = 24
• Defining Assessment = 24
• How Learning Assessment Is Different from Grading = 25
• Types of Learning Assessment = 25
• Assessing Students to Determine for Ourselves How Well Students Are Learning = 26
• Assessing to Give Learners Feedback on Their Progress = 27
• Assessing Learning to Improve Our Profession through the Scholarship of Teaching and Learning(SoTL) = 27
• Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning = 27
• Crafting the Assessment Question = 28
• 3 Selecting a Learning Assessment Technique = 30
• Using the Learning Goals Inventory(LGI) = 30
• Considering Instructional Context When Choosing a LAT = 30
• Key Instructional Elements to Consider = 35
• Considering Clustering Multiple LATs Together = 35
• 4 Implementing a Learning Assessment Technique = 43
• Creating Assessment Rubrics = 43
• Creating Student Self-Evaluation Forms = 45
• Creating Peer Evaluation Forms = 45
• Introducing the Activity = 46
• Providing Students with Information They Need About the Learning Assessment = 46
• Facilitating the Learning Assessment = 47
• Concluding the Activity = 48
• Timing the Phases = 49
• Collecting the Learning Artifacts = 50
• Managing the Learning Artifacts = 50
• 5 Analyzing and Reporting What Students Have Learned = 52
• Identifying Whose Learning You Are Gauging = 52
• Considering Independent and Collaborative Data Analysis = 53
• Scoring Individual Learning Artifacts = 53
• Scoring Group Artifacts = 53
• Determining the Method of Data Analysis = 54
• Using Quantitative Data Analysis = 54
• Using Qualitative Data Analysis = 55
• Displaying Data and Findings = 57
• Interpreting Results = 64
• Writing Up the Results of the Assessment = 65
• 6 Closing the Loop = 67
• Modifying Your Learning Goals, Objectives, and Outcomes = 67
• Adjusting Your Purpose for Assessing Learning = 68
• Selecting a Different LAT = 68
• Altering an Aspect of Implementation = 68
• Changing the Way You Analyze or Report Findings = 69
• Part Two : Learning Assessment Techniques = 71
• 7 Teaching and Assessing for the Foundational Knowledge Domain = 73
• Clarifying Learning Goals Related to Foundational Knowledge = 73
• Identifying Learning Outcomes for Foundational Knowledge = 74
• Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals = 75
• Assessing Achievement of Foundational Knowledge Learning Outcomes = 75
• Conclusion = 77
• Foundational Knowledge Domain LATs = 78
• 8 Teaching and Assessing for the Application Learning Domain = 134
• Clarifying Learning Goals Related to Application Learning = 134
• Skills Goals = 134
• Identifying Learning Outcomes for Application Learning = 136
• Aligning Course Level Application Learning Outcomes with Institutional Learning Goals = 136
• Assessing Achievement of Application Learning Outcomes = 136
• Conclusion = 139
• Application Learning Domain LATs = 148
• 9 Teaching and Assessing for the Integration Domain = 202
• Clarifying Learning Goals Related to the Integration Domain = 202
• Identifying Learning Outcomes for Integration Learning = 203
• Aligning Course Level Integrative Learning Outcomes with Broader Institutional Learning Goals = 204
• Assessing Achievement of Learning in the Integration Domain = 204
• Conclusion = 204
• Integration Domain LATs = 208
• 10 Teaching and Assessing for the Human Dimension Domain = 261
• Clarifying Learning Goals Related to the Human Dimension Domain = 261
• Identifying Learning Outcomes for Human Dimension Learning = 262
• Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals = 262
• Assessing Achievement of Learning Regarding the Human Dimension Domain = 263
• Conclusion = 264
• Human Dimension Domain LATs = 271
• 11 Teaching and Assessing for the Caring Domain = 312
• Clarifying Learning Goals Related to the Caring Domain = 313
• Identifying Learning Outcomes for the Caring Domain = 314
• Aligning Learning Outcomes Related to Caring with Institutional Learning Goals = 314
• Assessing Achievement of Learning Outcomes in the Caring Domain = 315
• Conclusion = 315
• Caring Domain LATs = 319
• 12 Teaching and Assessing for the Learning How to Learn Domain = 358
• Clarifying Learning Goals Related to the Learning How to Learn Domain = 358
• Identifying Learning Outcomes for the Learning How to Learn Domain = 359
• Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning Goals = 359
• Assessing Achievement of Learning Outcomes in the Learning How to Learn Domain = 359
• Conclusion = 361
• Learning How to Learn Domain LATs = 364
• Bibliography = 405
• Appendices = 417
• Appendix A : About the Learning Goals Inventory(LGI) = 419
• Appendix B : The Learning Goals Inventory with Scoring Sheet = 425
• Appendix C : Key to Classroom Environment and Discipline in LAT Examples = 433
• Index = 439