Developing outcomes-based assessment for learner-centered education : a faculty introduction / Amy Driscoll and Swarup Wood.

Format:

Book

Author/Creator:

Driscoll, Amy, author.

Wood, Swarup, 1962- author.

Language:

English

Subjects (All):

Educational tests and measurements--United States.

Educational tests and measurements.

Competency-based education--United States.

Competency-based education.

Physical Description:

1 online resource (289 pages) : illustrations, tables

Edition:

1st ed.

Place of Publication:

Sterling, Virginia : Stylus, 2007.

Summary:

The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment. The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs. The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.

Contents:

Cover

Half Title

Title Page

Copyright Page

Dedication

Table of Contents

1: Why Develop Outcomes for Assessment and Learning? Why Not?

Story: Difficult Beginnings

Our Approach to This Book and Outcomes-Based Assessment

A First Question: Why Now?

The Big Picture of Outcomes-Based Education

Defining Learning Outcomes

Outcomes-Based Assessment-Why?

Shifting to a Learning Paradigm

Support and Objections

Outcomes-Based Assessment-Why Not?

Concerns and Objections

Important Faculty Dialogue: Starting Points

Significant Connections: Learning Theory and Research

The Nature of Learning: Supporting Outcomes-Based Assessment

Outcomes Support ''Deep Learning'' for Students

External Pressures for Outcomes-Based Assessment

Positive Perspectives

Building a Learning Community

Developing Academic Currency: Another Role for Outcomes-Based Assessment

A Conversation With Swarup

A Promise to Our Readers (Learners)

2: A Culture for Faculty Learning About Outcomes-Based Assessment Honoring and Addressing the Realities

Story: Evidence of Trust

A Culture for Faculty Learning and Empowerment

A Look at Faculty Learning Communities

A Climate of Inquiry

Starting With Your Questions

Building Communities of Inquiry

Communication and Collaboration: Honoring and Addressing the Realities

Continuous Communication in Multiple Forms

Communicating Our Purposes

Qualities and Principles of Assessing Learning

Institutional Examples of Qualities and Principles of Assessing Learning

Gathering Perspectives: Building Community

Collaboration: Involving Our Colleagues

From Privacy to Collaboration

Facilitating Collaboration (and Communication) Effectively

Commitment Through Ownership and Empowerment

Constructivist Faculty Development.

Practical Guides for Achieving Ownership

3: Outcomes Articulating Our Learning Expectations

Story: What Am I Supposed to Be Doing in This Class?

Outcomes-What and Why?

Defining Learning Outcomes-Again!

Dimensions of Learning Outcomes

Sources of Learning Outcomes

Goals: Translating to Learning Outcomes

Professional and Disciplinary Associations

Community Sources

Faculty and Students

Ensuring High-Quality Learning Outcomes

Multiple Sources and Perspectives

Clarity as a Beginning Foundation

A Final Consideration: Is It the Right Outcome?

Developing Outcomes: A Faculty Dialogue and Learning Process

Taxonomies: Support for Development

Prioritizing Curriculum Content

Final Reminders for Articulating Learning Outcomes

Using Outcomes to Plan Teaching and Learning, Curriculum, and Assessment

Outcomes as the Focus

Using Learning Outcomes as a Centerpiece

Checking Your Readiness for the Learning Outcomes

4: Student Evidence Designing Assignments and Assessments for Diverse Learners

Stories: Student Interpretations of Our Assignments and Assessments

Designing Student Evidence: Support for Student Learning

Qualities of Student-Centered Assignments or Assessments

Moving Toward Authentic Assessment

Designing for Diversity

Gardner's Multiple Intelligences

Kolb's Learning Styles

More Differences to Consider in Assessment Designs

Fair Assessment Practices: Equitable Opportunities for Students

Formative and Summative Assessment

Portfolios: Engaging Learners in Assessment

5: Criteria and Standards for Assessment No Longer a Faculty Secret

Story: Students' Surprise

Criteria and Standards: What? Why? and How?

What are Criteria?

Why not Leave Criteria ''Secret''?.

How do We Design Criteria?

Standards: Continuing the Learning Process

Standards Support Faculty Too

Rubrics: Another Way of Supporting Students

Criteria and Standards: Another Responsibility and Challenge

A Conversation with Swarup

6: Faculty Responses to Development of Outcomes-Based Assessment Protocols

Story: Learning From My Colleagues

Interviews: Inquiry, Motivation, Approach

Study Context: Faculty Learning Communities

Developing Criteria and Standards Through Inquiry

Methods

Implications for Individual Faculty Members, Faculty Development, and Institutions

Value of the Assessment Work

Deepening Our Own Learning

Refining the Outcomes

The Importance of an Inquiry-Based Process

Shared Understanding of Learning Outcomes

Concerns about the OBE Agenda

Influence of Faculty Status on Participation

Consideration of Learning Outcomes From a Student's Perspective

Summary

A Conversation With Amy

7: Going Beyond Making Assessment "Public and Visible

Story: Syllabi as Communication

Making Assessment Public and Visible: Why Go Beyond?

Beyond Public and Visible to ''Understood and Useful'': From Syllabi to Pedagogy

Beyond Public and Visible to ''Connected and Meaningful'': Program Coherence and Value

Making Meaning of Our Program Outcomes

Webbing Our Program Outcomes for Connectedness

Program Review Processes: Toward Meaningful and Connected

Ensuring Public and Visible: From First-Year Experiences to Graduation

8: Alignment Making Explicit Connections Between Teaching Decisions and Learning Outcomes

Story: Comparing Perceptions

Alignment of Teaching and Curriculum With Learning Outcomes

Reasons for Studying Alignment

Initial Experiences: Easing Faculty Into Assessment

Directions for Using Course Alignment Grids.

What to Look for in an Alignment Grid: Analyzing the Data

Gaps in the Alignment

Patterns in the Alignment

Integration of Curriculum and Pedagogy

Benefits of Course Alignment Processes

Continued Use of Course Alignment Projects

Possible Extensions of Alignment for Expanded Improvement

Program Alignment: A Larger Coherency

Going Beyond Alignment: A Simple Check on Learner-Centered Courses and Curriculum

Reflections from Faculty: Impact of and Insights on Alignment

9: Reviewing and Analyzing Student Evidence Constructivist Faculty Development

Story: Faculty Know Best

Rationale for the Collaborative Analysis of Student Work

Evidence of Student Learning

A Common Understanding of Outcomes, Criteria, and Standards

Connecting Teaching and Assessment Activities to the Learning Outcomes

Benefiting From Collaboration

Qualities of the Process of Collaborative Review of Student Work

Making It Inquiry Based

Engaging Faculty with Valuable Experiences

Drawing on Faculty Expertise

Understanding the Value of Collaboration

Process: Practical Issues to Consider

Determining the Purpose

Providing Institutional Support

Selecting Examples of Student Work

Providing Good Facilitation

Building Rapport and Trust

Developing a Method

Results of Collaborative Assessment of Student Work: Learner-Centered Decisions

10: Faculty Responses to Assessment of Student Evidence

Story: Scientists Discover Grading Rubric Out of Alignment

Rationale for My Second Interview Study

Methods for the Interview Study

The Process of Analyzing Student Work

Response Themes

Building Consensus on What Learning Outcomes Mean to Faculty

Fear and Vulnerability

Bias.

Aligning Teaching and Assessment With Learning Outcomes, Criteria, and Standards

Changes in Teaching, Assessment, and Reflection on Pedagogy

Peer Review and Collaboration

The Value of OBE

Benefits and Value

Implications of the Collaborative Review Process for Individual Faculty Members, Faculty Development, and Institutions

11: Moving to Outcomes-Based Assessment and Learner-Centered Education Through the Scholarship of Teaching, Learning, and Assessment

Preparation Phase: Beginning to Think About Outcomes-Based Assessment (Chapter 1)

Examining Your Work Culture (Chapter 2)

Shifting to Outcomes (Chapter 3)

Getting Beyond Final Exams (Chapter 4)

Pulling Those Expectations Out and Public for Students (Chapter 5)

Designing a Syllabus That Informs, Supports, and Is Aligned with Learning Outcomes (Chapters 7 and 8)

Learning About Teaching From Students' Work (Chapter 9)

Faculty Teaching Vignette One Connection, Reflection, and Assessment: Assessing Learning Outcomes in a Multicultural Conflict Resolution Course

Faculty Teaching Vignette Two Graphic Organizers Guide Students to Achieve Multiple Learning Outcomes: Constructing Meaning in a Community-Based Watershed Restoration Course

Faculty Teaching Vignette Three First-Year Seminar: Orienting Students to Outcomes-Based Education

Commencement Speech

Assessment Web Site Resource List

Glossary

Annotated Bibliography

Index.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-62036-023-3

OCLC:

945135960