Assessment Strategies for Self-Directed Learning

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Overview

The authors present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of self-directed learning.

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Editorial Reviews

Grant Wiggins
"How much do students really love to learn, to persist, to passionately attach a problem or a task? ..to watch some of their prized ideas explode and to start anew? ...to go beyond being merely dutiful or long-winded? Let us assess such things."
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Product Details

  • ISBN-13: 9780761938705
  • Publisher: SAGE Publications
  • Publication date: 12/1/2003
  • Series: Experts In Assessment Series
  • Pages: 192
  • Product dimensions: 7.18 (w) x 10.26 (h) x 0.71 (d)

Meet the Author

Arthur L. Costa, Ed.D., is an Emeritus Professor of Education at California State University, Sacramento. He is Co-Founder of the Institute for Habits of Mind and Co-founder of the Center for Cognitive Coaching. He served as a classroom teacher, a curriculum consultant, and an assistant superintendent for instruction in the Office of the Sacramento County Superintendent of Schools and as the director of educational programs for the National Aeronautics and Space Administration. He has made presentations and conducted workshops in all 50 states as well as on six of the seven continents
Active in many professional organizations, Art served as president of the California Association for Supervision and Curriculum Development and was the National President of Association for Supervision and Curriculum Development, from 1988 to 1989. He was the recipient of the prestigious Lifetime Achievement Award from the National Urban Alliance in 2010.

Bena Kallick, Ph.D is a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and abroad. Kallick received her doctorate in educational evaluation at Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies for the classroom. Formerly a Teachers' Center director, Kallick also created a children's museum based on problem solving and invention. She was the coordinator of a high school alternative designed for at-risk students. She is co-founder of Performance Pathways, a company dedicated to providing easy to use software for curriculum mapping and assessment tracking and reporting, an integrated suite. She is presently a strategic advisor for Sun Gard Public Sector K-12 on behalf of Performance Plus, a transformational new product based on the work of Performance Pathways. She is known for her practical approach to making curriculum mapping and assessment a catalyst for improving teaching and learning.

Kallick's teaching appointments have included Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and Union Graduate School. She was formerly on the Board of the Apple Foundation, the Board of Jobs for the Future and Weston Woods Institute. She presently serves on the Board of Communities for Learning.

Her work with Dr. Art Costa has led to the development of the Institute for Habits of Mind (www.instituteforhabitsofmind.com), an international institute that is dedicated to transforming schools into places where thinking and Habits of Mind are taught, practiced, valued and have become infused into the culture of the school and community. The Institute provides services and products to support bringing the Habits of Mind into the culture of schools and the communities they serve.

She and Art Costa have just completed an online course for Edu Planet21, a company that is dedicated to Professional Development for Educators using the most contemporary tools and thinking to be successful engaging students as 21st century learners. In addition, she is the Program Director for this company.

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Table of Contents

Series Editors' Introduction
Preface
Acknowledgments
About the Authors
Prefatory Statements
1 Why We Need Self-Directed Learners 1
2 The Intellectual Dispositions of Self-Directed Learners 18
3 Developing the Capacity for Self-Assessment 33
4 Assessing the Conditions for Self-Directing Learning 69
5 The Teacher's Role in Self-Directed Learning 98
6 Adapting the Assessment Strategies for Your School and Classroom 116
Afterword 139
Resource A: Quotations About Self-Directed Learning 143
Resource B: Selected Resources to Support Self-Directed Learning 155
References 159
Index 163
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