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Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction de Amy Driscoll

Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction

Autor Amy Driscoll, Swarup Wood
en Limba Engleză Paperback – 4 iun 2007

Conceput ca un ghid de referință profesională pentru cadrele didactice din învățământul superior, acest volum abordează tranziția necesară de la metodele tradiționale de predare către un model centrat pe student. Apreciem în mod deosebit onestitatea vocii narative; colaborarea dintre Amy Driscoll, expertă în pedagogie, și un profesor de chimie pragmatic oferă o perspectivă echilibrată care recunoaște rezistența firească a facultăților în fața birocrației academice. Găsim în această carte un parcurs structurat ce pornește de la articularea așteptărilor de învățare și ajunge la designul sarcinilor de lucru pentru grupuri diverse de studenți.

Structura volumului reflectă o progresie logică, de la construirea unei culturi a evaluării (Capitolele 1-2) la aspectele tehnice de aliniere și analiză a dovezilor de învățare (Capitolele 8-9). Această abordare completează perspectiva oferită de Connecting the Dots de Ronald S. Carriveau, adăugând o dimensiune umană și narativă prin „vignetele” profesorilor, spre deosebire de accentul pus de Carriveau pe raportarea tehnică și maparea la nivel departamental. În contextul operei sale, lucrarea de față se situează între Taking Ownership of Accreditation, unde Amy Driscoll explorează sinergia dintre acreditare și educație, și Transforming Traditional Teaching for Today's College Students, rafinând conceptul de „ownership” al profesorului asupra procesului de evaluare.

Merită menționat că autorii nu evită subiectele dificile, precum „secretele” criteriilor de notare sau reacțiile critice ale colegilor, transformând evaluarea dintr-o obligație externă într-o formă de cercetare pedagogică (scholarship of teaching). Este un instrument esențial pentru cei care doresc să facă vizibile conexiunile dintre deciziile de predare și succesul real al studentului.

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Specificații

ISBN-13: 9781579221959
ISBN-10: 1579221955
Pagini: 287
Dimensiuni: 152 x 229 x 14 mm
Greutate: 0.39 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate and Professional Practice & Development

De ce să citești această carte

Recomandăm această carte profesorilor universitari și coordonatorilor de programe care caută un ghid practic, nu doar teoretic. Cititorul câștigă o metodologie clară pentru a defini rezultatele învățării fără a compromite rigoarea academică. Este un instrument valoros pentru a transforma evaluarea dintr-o sarcină administrativă într-un proces de dezvoltare profesională care îmbunătățește direct experiența la curs.

Despre autor

Amy Driscoll este o figură centrală în peisajul educației superioare americane, ocupând anterior funcția de Director de Predare, Învățare și Evaluare la California State University, Monterey Bay. Expertiza sa este recunoscută prin poziția de cercetător asociat senior la Carnegie Foundation for the Advancement of Teaching. Lucrările sale se concentrează constant pe implicarea activă a profesorilor în procesele de acreditare și pe transformarea metodelor de predare pentru a răspunde nevoilor studenților contemporani, promovând o cultură a colaborării între facultate și administrație.

Descriere scurtă

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.

Cuprins

Why Develop Outcomes for Assessment and Learning? Why Not?; 2. A Culture for Faculty Learning about Outcomes-Based Assessment. Honoring and Addressing the Realities; 3. Outcomes—Articulating Our Learning Expectations; 4. Student Evidence. Designing Assignments and Assessments for Diverse Learners; 5. Criteria and Standards for Assessment. No Longer a Faculty Secret; 6. Faculty Responses to Development of Outcomes-Based Assessment Protocols; 7. Going beyond Making Assessment “Public and Visible”; 8. Alignment. Making Explicit Connections between Teaching Decisions and Learning Outcomes; 9. Reviewing and Analyzing Student Evidence. Constructivist Faculty Development; 10. Faculty Responses to Assessment of Student Evidence; 11. Moving to Outcomes-Based Assessment and Learner-Centered Education through the Scholarship of Teaching, Learning, and Assessment; 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.

Notă biografică

Amy Driscoll retired from California State University, Monterey Bay as the founding Director of Teaching, Learning, and Assessment and from Portland State University as Director of Community/University Partnerships. For the last 11 years, she has coordinated and taught in the Assessment Leadership Academy, a year-long program for faculty and administrators, and consulted nationally and internationally. She co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Swarup Wood in 2007. Swarup Wood is Professor of Chemistry and currently serves as Interim Director of General Education and Coordinator of First Year Seminar at California State University Monterey Bay where he has worked since 1997. He co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Amy Driscoll in 2007.

Recenzii

"The personal approach of this book reads like a conversation with the authors, making it feel manageable. The case studies that begin each chapter provide a realistic perspective of the pitfalls and successes of outcomes-based education. There are many useful tools and perspectives provided throughout this book for faculty and administrators. The concept of creating a learning-centered environment is not new, but is clearly articulated throughout thus book. For institutions engaging in this kind of educational approach this is an excellent resource."
Journal of College Student Development
“A robust, lively, and instructive narrative about building a culture of inquiry, this is a must-read for faculty, staff, and campus leaders. Driscoll and Wood describe and chronicle all of the successes and challenges they encounter as they collaborate with their colleagues to establish a meaningful and sustainable commitment to assessing student learning.”
Peggy Maki
"Assessment is not just about instruments and evidence. It’s about people and relationships, as this volume beautifully illustrates. Built around stories about what happens when educators put their heads together to focus on student learning, it provides an up-close and personal account of stumbling blocks, break-throughs, and successful strategies for harnessing assessment to valued educational outcomes."
Pat Hutchings, Vice President, The Carnegie Foundation for the Advancement of Teaching