Assessing for learning : building a sustainable commitment across the institution / Peggy L. Maki.

Format:

Book

Author/Creator:

Maki, Peggy.

Contributor:

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Universities and colleges--United States--Examinations.

Universities and colleges.

United States.

Examinations.

Education, Higher--United States--Evaluation.

Education, Higher.

Evaluation.

Physical Description:

xix, 204 pages : illustrations ; 29 cm

Edition:

First edition.

Place of Publication:

Sterling, Va. : Stylus, 2004.

Summary:

This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally. Peggy Maki starts with a definition of assessment as a process that enables us to determine the fit between what we expect our students to understand and be able to do, and what they actually demonstrate at points along their educational careers. She then presents a framework -- accompanied by extensive examples of processes, strategies, and illustrative campus practices; as well as key resources, guides, worksheets, and exercises -- that will assist all stakeholders in the institution to articulate, develop, and sustain assessment of student learning as an integral and systematic core institutional process.

This book presents inquiry into student learning as a core process of institutional learning -- a way of knowing about our work -- to improve educational practices. Becoming learning organizations themselves, higher education institutions deepen understanding of their educational effectiveness by examining the various ways in which students make their learning visible. Here is a process that any campus can adapt and use to engage all its constituencies -- institutional leaders, faculty, staff, administrators, students, and everyone involved in governance -- in constructive dialogue to forge a vision about, and commitment to, a culture of evidence.

Contents:

Developing a collective institutional commitment

Beginning with dialogue about teaching and learning

Making claims about student learning within contexts for learning

Identifying or designing tasks to assess the dimensions of learning

Reaching consensus about criteria and standards of judgment

Designing a cycle of inquiry

Building a core institutional process of inquiry over time.

Notes:

At foot of t.p.: AAHE, American Association for Higher Education.

Includes bibliographical references and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1579220878

1579220886

OCLC:

54083778