Assessing Student Learning: A Common Sense GuideAssessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves. |
Contents
What Is Assessment? | |
Time to think discuss and practice | |
What Are Effective Assessment | |
Time to think discuss and practice | |
Collaborating on Assessment | |
Time to think discuss and practice | |
Designing Rubrics to Plan and Assess | |
Why use a rubric? | |
Additional steps to consider | |
Creating Effective Assignments | |
Writing MultipleChoice and Other | |
Assembling Evidence of Student | |
Chapter 4 | |
Characteristics of effective learning goals | |
How to identify what you most want students | |
Learning goals for specific settings | |
Designing Curricula to Help Students | |
Using curriculum maps and other tools | |
Student Learning | |
Time to think discuss and practice | |
Education Cocurricula and Other Settings | |
Guiding and Coordinating Assessment | |
Helping Everyone Learn What to | |
Time to think discuss and practice | |
Chapter 12 | |
Selecting Published Instruments | |
Other Assessment Tools | |
Journals | |
Choosing the best assessments for program | |
Some learning goals cant be assessed with graded | |
Time to think discuss and practice | |
How to set an appropriately rigorous target | |
Analyzing Evidence of Student | |
Stewardship | |
Time to think discuss and practice | |
Using Evidence of Student Learning | |
Time to think discuss and practice | |
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Common terms and phrases
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