Assessing for Learning: Building a Sustainable Commitment Across the Institution / Edition 1

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Overview

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.

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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: 9781579220884
  • Publisher: Stylus Publishing
  • Publication date: 6/28/2004
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 256
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.70 (d)

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

1 Developing a collective institutional commitment 1
2 Beginning with dialogue about teaching and learning 31
3 Making claims about student learning within contexts for learning 59
4 Identifying or designing tasks to assess the dimensions of learning 85
5 Reaching consensus about criteria and standards of judgment 119
6 Designing a cycle of inquiry 153
7 Building a core institutional process of inquiry over time 171
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