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Assessing for Learning: Building a Sustainable Commitment Across the Institution [NOOK Book]

Overview

"Peggy Maki's text as a whole represents a comprehensive and realist approach to assessment and constructs a notion of assessment that is an uncommon blend of the pragmatic and sustainable, meaningful and valuable, theoretical and practical. Maki has artistically drawn together esoteric, philosophical foundations with pragmatic, real-world applications from which nearly any assessment practitioner will benefit…The second edition of Assessing for Learning verges on being a seminal work in higher education assessment scholarship."?The Review of

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Assessing for Learning: Building a Sustainable Commitment Across the Institution

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Overview

"Peggy Maki's text as a whole represents a comprehensive and realist approach to assessment and constructs a notion of assessment that is an uncommon blend of the pragmatic and sustainable, meaningful and valuable, theoretical and practical. Maki has artistically drawn together esoteric, philosophical foundations with pragmatic, real-world applications from which nearly any assessment practitioner will benefit…The second edition of Assessing for Learning verges on being a seminal work in higher education assessment scholarship."?The Review of Higher Education

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Editorial Reviews

From the Publisher
"This is a welcome second edition for Maki's well-known tome on assessment and learning. This volume stands out as a sentinel work in the area for three reasons. First, it is a comprehensive account of sustainable assessment across educational institutions. In this regard it looks at assessment not so much as something that occurs in universitites and colleges but as something that defines them. Second, it provides a range of practical strategies that have been well tested at the "coalface" of learning, that is, with students in classrooms and other educational settings. Finally, it provides a well-grounded practical focus without sacraficing conceptual depth. The book provides a wealth of theoretical material which creates and sustains a strong context for learning. This book is highly recommended."

"Peggy Maki's text as a whole represents a comprehensive and realist approach to assessment and constructs a notion of assessment that is an uncommon blend of the pragmatic and sustainable, meaningful and valuable, theoretical and practical. Maki has artistically drawn together esoteric, philosophical foundations with pragmatic, real-world applications from which nearly any assessment practitioner will benefit... The second edition of Assessing for Learning verges on being a seminal work in higher education assessment scholarship."

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Product Details

  • ISBN-13: 9781579224967
  • Publisher: Stylus Publishing
  • Publication date: 11/30/2010
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition description: Second Edition
  • Pages: 356
  • Sales rank: 1,320,498
  • File size: 9 MB

Meet the Author

Peggy L. Maki is a higher education consultant who specializes in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. Her work also focuses on assessment within the context of accreditors' expectations for institutional effectiveness. She has served as member of the Board of Contributors of About Campus as well as its Department Editor for Assessment for. She has been a national board member of AAC&U’s VALUE Project (Valid Assessment of Learning in Undergraduate Education) and serves annually as a faculty member in AAC& U's national Institutes on General Education and Assessment and Assessment in Engaged Departments; has served as a faculty member in the Carnegie Foundation's Integrated Learning Project; and teaches graduate-level seminars focused on assessment. Currently, she also serves as sole consultant to the Rhode Island Board of Governors for Higher Education.

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Table of Contents

Acknowledgements
Preface to the Second Edition
1) Developing a Collective Institutional Commitment

A Culture of Inquiry; Dialogue about Teaching and Learning across the Institution; Anatomy of the Collaborative Process; Viewing the Process at Work; Planning the Assessment Process Backwards; Who Are Your Students?; What Do You Want to Learn about Your Students’ Learning and When Do You Want to Learn?; Principles of an Inclusive Commitment; Identifying Anchors; Accountability; The International Context: The Bologna Process; The Science of Learning; The Scholarship of Teaching and Learning; Disciplinary and Professional Organizations’ Focus on Student Learning; Institutional Focus on Learning-Centeredness; Institutional Focus on Becoming a Learning Organization; Roles and Responsibilities across the Institution; Faculty, Administrators, Staff, Students and Other Contributors to Student Learning; An Institution’s Principles of Commitment Statement; Higher Education’s Ownership
2) Beginning with Dialogue about Teaching and Learning
The Continuum of Learning: Beyond an Aggregation of Courses, Credits, and Seat Time; A Focus on Integration; Coordinating Committees; Dialogue Focused on Expectations for Learning; Dialogue Focused on the Design of the Curriculum and Co-Curriculum; Maps and Inventories of Educational Practices; The Design of Our Work
3) Making Claims about Student Learning within Contexts for Learning
Learning Outcome Statements; Levels of Learning Outcome Statements; Collaboration to Develop and Review Outcome Statements; Strategies for Developing Outcome Statements; Development of Outcomes-based Syllabi to Promote Enduring Learning; Students’ Accountability for Learning
4) Raising and Pursuing Open-Ended Research or Study Questions to Deepen Inquiry Into and Improve Student Learning
Beyond the Accountability Fixation; A Problem-Based Approach to Assessing Student Learning; Case 1: Making the Invisible Visible in Physics; Case 2: Shifting to A New Paradigm; Case 3: Changing Multiple Practices; Case 4: Changing Pedagogy to Address Levels of and Obstacles to Learning; The Seeds of a Problem-Based Approach to Assessment; A Scholarly Problem-based Approach to Assessment; Collaborative Tasks in a Problem-Based Assessment Process; Flexible Approaches to the Problem-Based Assessment Process; Three Representative Technology-focused Dissemination Projects; Educators as Lifelong Learners about Their Educational Practices
5) Identifying or Designing Tasks to Assess the Dimensions of Learning
The Range of Texts That Demonstrate or Represent Learning; Multiple Methods of Assessment; Direct and Indirect Methods of Assessment; Methods along the Continuum of Learning: Formative and Summative; Points of Learning; Issues of Alignment; Properties of a Method: Validity and Reliability; An Overview of Standardized Instruments and Locally Designed Authentic, Performance-based Methods; An Overview of Technology-enabled Direct and Indirect Assessment Methods; Appendix A: Strategies for Reviewing and Selecting Standardized Instruments; Appendix B: Institutional Example: Goddard College; Appendix C: Goddard College; Appendix D: An Inventory of Traditional and Technology-enabled Direct and Indirect Methods
6) Reaching Consensus about Criteria and Standards of Judgment
Interpretation of Student Achievement; Scoring Rubrics; Strategies to Develop Scoring Rubrics; Strategies to Assure Inter-relater Reliability; Threaded Opportunities for Institutional and Student Learning; Appendices: Sample Scoring Rubrics
7) Designing a Cycle of Inquiry
A Design for Institutional Learning; Some Key Institutional Contributors; Key Decisions: Determining Your Sample Size, Identifying Times and Contexts for Collecting Evidence, Scoring Student Work and Administering Instruments, Analyzing and Representing Results, Collectively Interpreting Results and Making Decisions, Re-entering the Assessment Cycle; A Narrated Cycle; Development of an Ongoing Commitment; Appendix A: Institutional Example: University of Maryland; Appendix B: Program Assessment Form
8: Building a Core Institutional Process of Inquiry over Time
A View of the Whole; Some Representative Structures, Processes, Decisions, Channels and Forms of Communication; Assessment Committees; Offices of Institutional Research and Planning; Processes and Decisions; Channels and Forms of Communication; Resources and Support: Human, Financial, and Educational; Resources and Support: Technological; Locally Designed Assessment Management Systems; Some Representative Commercially Designed Assessment Management Systems; Campus Practices that Manifest an Institutional Commitment; Signs of Maturation; Appendix A: Institutional Example: University of Nebraska-Lincoln; Appendix B: Descriptions of Some Representative Commercially Designed Assessment Management Systems; Appendix C: Consent Form

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