Developing outcomes-based assessment for learner-centered education : a faculty introduction /
Driscoll, Amy.
Developing outcomes-based assessment for learner-centered education : a faculty introduction / Amy Driscoll and Swarup Wood. - 1st ed. - Sterling, Va. : Stylus, 2007. - xii, 275 p. : ill. ; 23 cm.
Includes bibliographical references (p. 267-268) and index.
Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.
1579221947 (cloth : alk. paper) 9781579221942 (cloth : alk. paper) 1579221955 (pbk. : alk. paper) 9781579221959 (pbk. : alk. paper)
2006031890
Educational tests and measurements--United States.
Competency-based education--United States.
LB3051 .D665 2007
378.1/664
Developing outcomes-based assessment for learner-centered education : a faculty introduction / Amy Driscoll and Swarup Wood. - 1st ed. - Sterling, Va. : Stylus, 2007. - xii, 275 p. : ill. ; 23 cm.
Includes bibliographical references (p. 267-268) and index.
Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.
1579221947 (cloth : alk. paper) 9781579221942 (cloth : alk. paper) 1579221955 (pbk. : alk. paper) 9781579221959 (pbk. : alk. paper)
2006031890
Educational tests and measurements--United States.
Competency-based education--United States.
LB3051 .D665 2007
378.1/664