Learning Assessment Techniques

A Handbook for College Faculty

Häftad, Engelska, 2016

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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. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six 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.

Produktinformation

Utgivningsdatum2016-02-16
Mått216 x 269 x 28 mm
Vikt1 134 g
FormatHäftad
SpråkEngelska
Antal sidor480
FörlagJohn Wiley & Sons Inc
ISBN9781119050896

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ELIZABETH F. BARKLEY is professor of music at Foothill College in Los Altos, California. She is a nationally known scholar, educator, and consultant and has been the recipient of several honors, including The Chair Academy's Outstanding Leadership Award for work with learning outcomes assessment and being named California's Higher Education Professor of the Year by The Carnegie Foundation for the Advancement of Teaching. She is author of Student Engagement Techniques from Jossey-Bass. CLAIRE HOWELL MAJOR is professor of higher education at the University of Alabama. Her expertise is in teaching and learning in higher education and in qualitative research methods. With Elizabeth Barkley, she is the author of Collaborative Learning Techniques, Second Edition from Jossey-Bass.

Preface xiAcknowledgments xviiThe Authors xixIntroduction: Conceptual Framework 1How Can We Best Teach to Promote Learning? 1What Is a Learning Assessment Technique (LAT)? 4How Do LATs Support the Kind of Teaching that Promotes Significant Learning? 5Conclusion 10Part One: The Learning Assessment Techniques Cycle 111 Clarifying What You Want Students to Learn 13Defining Learning 13Aiming for Significant Learning 14Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals 14Expressing What You Want Students to Learn in Language that Is Helpful for Assessment 14Identifying Course-Level Learning Goals 14Considering the Challenges Related to Course Learning Objectives and Outcomes 17Determining Course-Level Learning Objectives 18Identifying Course-Level Student Learning Outcomes (SLOs) 20Differentiating Between Learning Objectives and Learning Outcomes 20Crafting a Course Learning Outcome Statement 21Determining Performance Standards for Individuals and the Class as a Whole 21Is All the Work Required Worth the Effort? 222 Determining Your Purpose for Assessing Student Learning 24Defining Assessment 24How Learning Assessment Is Different from Grading 25Types of Learning Assessment 25Assessing Students to Determine for Ourselves How Well Students Are Learning 26Assessing to Give Learners Feedback on Their Progress 27Assessing Learning to Improve Our Profession through the Scholarship of Teaching and Learning (SoTL) 27Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning 27Crafting the Assessment Question 283 Selecting a Learning Assessment Technique 30Using the Learning Goals Inventory (LGI) 30Considering Instructional Context When Choosing a LAT 30Key Instructional Elements to Consider 35Considering Clustering Multiple LATs Together 354 Implementing a Learning Assessment Technique 43Creating Assessment Rubrics 43Creating Student Self-Evaluation Forms 45Creating Peer Evaluation Forms 45Introducing the Activity 46Providing Students with Information They Need About the Learning Assessment 46Facilitating the Learning Assessment 47Concluding the Activity 48Timing the Phases 49Collecting the Learning Artifacts 50Managing the Learning Artifacts 505 Analyzing and Reporting What Students Have Learned 52Identifying Whose Learning You Are Gauging 52Considering Independent and Collaborative Data Analysis 53Scoring Individual Learning Artifacts 53Scoring Group Artifacts 53Determining the Method of Data Analysis 54Using Quantitative Data Analysis 54Using Qualitative Data Analysis 55Displaying Data and Findings 57Interpreting Results 64Writing Up the Results of the Assessment 656 Closing the Loop 67Modifying Your Learning Goals, Objectives, and Outcomes 67Adjusting Your Purpose for Assessing Learning 68Selecting a Different LAT 68Altering an Aspect of Implementation 68Changing the Way You Analyze or Report Findings 69Part Two: Learning Assessment Techniques 717 Teaching and Assessing for the Foundational Knowledge Domain 73Clarifying Learning Goals Related to Foundational Knowledge 73Identifying Learning Outcomes for Foundational Knowledge 74Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals 75Assessing Achievement of Foundational Knowledge Learning Outcomes 75Conclusion 77Foundational Knowledge Domain LATs 781 First Day Final 782 Background Knowledge Probe 853 Entry and Exit Tickets 914 Guided Reading Notes 965 Comprehensive Factors List 1016 Quick Write 1057 Best Summary 1118 Snap Shots 1169 Team Tests 12210 Team Games Tournament 1288 Teaching and Assessing for the Application Learning Domain 134Clarifying Learning Goals Related to Application Learning 134Skills Goals 134Identifying Learning Outcomes for Application Learning 136Aligning Course Level Application Learning Outcomes with Institutional Learning Goals 136Assessing Achievement of Application Learning Outcomes 136Conclusion 139Application Learning Domain LATs 14811 Prediction Guide 14812 Fact or Opinion 15313 Quotation Commentaries 15814 Insights-Resources-Application (IRA) 16415 Consider This 16916 What’s the Problem? 17417 Think-Aloud Problem-Solving Protocols (TAAPs) 18018 Peer Problem Review 18519 Triple Jump 19120 Digital Projects 1969 Teaching and Assessing for the Integration Domain 202Clarifying Learning Goals Related to the Integration Domain 202Identifying Learning Outcomes for Integration Learning 203Aligning Course Level Integrative Learning Outcomes with Broader Institutional Learning Goals 204Assessing Achievement of Learning in the Integration Domain 204Conclusion 204Integration Domain LATs 20821 Knowledge Grid 20822 Sequence Chains 21423 Concept Maps 21824 Contemporary Issues Journal 22525 Dyadic Essay 23026 Synthesis Paper 23727 Case Study 24328 Class Book 24829 E-Portfolios 25510 Teaching and Assessing for the Human Dimension Domain 261Clarifying Learning Goals Related to the Human Dimension Domain 261Identifying Learning Outcomes for Human Dimension Learning 262Aligning Course Level Human Dimension Learning Outcomes withInstitutional Learning Goals 262Assessing Achievement of Learning Regarding the Human Dimension Domain 263Conclusion 264Human Dimension Domain LATs 27130 Free Discussion 27131 Nominations 27732 Editorial Review 28233 Dramatic Dialogues 28734 Role Play 29235 Ethical Dilemma 29836 Digital Story 30311 Teaching and Assessing for the Caring Domain 312Clarifying Learning Goals Related to the Caring Domain 313Identifying Learning Outcomes for the Caring Domain 314Aligning Learning Outcomes Related to Caring with Institutional Learning Goals 314Assessing Achievement of Learning Outcomes in the Caring Domain 315Conclusion 315Caring Domain LATs 31937 Stand Where You Stand 31938 Three-Minute Message 32439 Issue Awareness Ad 33040 Proclamations 33441 Editorial 34042 Debate 34643 Briefing Paper 35312 Teaching and Assessing for the Learning How to Learn Domain 358Clarifying Learning Goals Related to the Learning How to Learn Domain 358Identifying Learning Outcomes for the Learning How to Learn Domain 359Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning Goals 359Assessing Achievement of Learning Outcomes in the Learning How to Learn Domain 359Conclusion 361Learning How to Learn Domain LATs 36444 Study Outlines 36445 Student Generated Rubrics 37046 Invent the Quiz 37647 Learning Goal Listing 38248 What? So What? Now What? Journal 38849 Multiple-Task Mastery Checklist 39350 Personal Learning Environment 399Bibliography 405Appendices 417Appendix A About the Learning Goals Inventory (LGI) 419Appendix B The Learning Goals Inventory with Scoring Sheet 425Appendix C Key to Classroom Environment and Discipline in LAT Examples 433Index 439