Efnisyfirlit

• Cover
• Title Page
• List of Tables
• List of Lists
• List of Figure
• List of Exhibits
• Preface to the Third Edition
• Introduction
• Part 1: Understanding Assessment
  • CHAPTER 1: What Is Assessment?
    • Time to think, discuss, and practice
  • CHAPTER 2: The Many Settings for Student Learning and Assessment
    • Time to think, discuss, and practice
  • CHAPTER 3: What Are Effective Assessment Practices?
    • Time to think, discuss, and practice
• Part 2: Laying a Foundation for Assessment Success
  • CHAPTER 4: Learning Goals: Articulating What You Most Want Students to Learn
    • What do students need to learn?
    • Characteristics of effective learning goals
    • How to identify what you most want students to learn
    • Learning goals for specific settings
    • Examples of meaningful, effective learning goals
    • Integrating learning goals throughout your college
    • Putting your learning goals to work
    • Time to think, discuss, and practice
  • CHAPTER 5: Designing Curricula to Help Students Learn What's Important
    • What are the characteristics of effective curricula?
    • Curriculum design in specific settings
    • Curriculum maps
    • Other tools to understand curricula
    • Using curriculum maps and other tools to improve curricula
    • Curriculum review is not a one-and-done process
    • Time to think, discuss, and practice
  • CHAPTER 6: How Will Your Evidence of Student Learning be Used?
    • Why are you assessing?
    • What decisions will your evidence inform? Who will make them?
    • Time to think, discuss, and practice
  • CHAPTER 7: Planning Assessments in Academic Programs
    • Choosing the best places in program curricula for assessment
    • Choosing the best assessments for program learning goals
    • Developing written plans that work out the logistics
    • Regularly reviewing and updating your plans
    • Time to think, discuss, and practice
  • CHAPTER 8: Planning Assessments in General Education, Co-curricula, and Other Settings
    • Planning assessments in general education curricula
    • Planning assessments in co-curricula
    • Planning assessments in other settings
    • Time to think, discuss, and practice
• Part 3: Building a Pervasive, Enduring Culture of Evidence and Betterment
  • CHAPTER 9: Guiding and Coordinating Assessment Efforts
    • What guidance and coordination are needed?
    • Who should provide guidance and coordination?
    • Time to think, discuss, and practice
  • CHAPTER 10: Helping Everyone Learn What to Do
    • Time to think, discuss, and practice
  • CHAPTER 11: Supporting Assessment Efforts
    • Time
    • Technologies
    • Other resource needs
    • Time to think, discuss, and practice
  • CHAPTER 12: Keeping Assessment Cost-Effective
    • Time to think, discuss, and practice
  • CHAPTER 13: Collaborating on Assessment
    • Time to think, discuss, and practice
  • CHAPTER 14: Valuing Assessment and the People Who Contribute
    • Time to think, discuss, and practice
• Part 4: The Assessment Toolbox
  • CHAPTER 15: Designing Rubrics to Plan and Assess Assignments
    • What is a rubric?
    • Why use a rubric?
    • Creating effective analytic rubrics
    • Additional steps to consider
    • Time to think, discuss, and practice
  • CHAPTER 16: Creating Effective Assignments
    • What is a great assignment?
    • Crafting effective assignments
    • Countering plagiarism
    • Time to think, discuss, and practice
  • CHAPTER 17: Writing Multiple-Choice and Other Objective Tests
    • Planning an objective test
    • Writing good multiple-choice items
    • Pulling an objective test together
    • Time to think, discuss, and practice
  • CHAPTER 18: Assembling Evidence of Student Learning into Portfolios
    • Time to think, discuss, and practice
  • CHAPTER 19: Selecting Published Instruments
    • Why use a published instrument?
    • Identifying potential published instruments
    • Evaluating potential published instruments
    • Is a published instrument right for you?
    • Time to think, discuss, and practice
  • CHAPTER 20: Other Assessment Tools
    • Reflective writing
    • Rating scales
    • Surveys
    • Interviews and focus groups
    • Journals
    • Time to think, discuss, and practice
  • CHAPTER 21: Assessing the Hard-to-Assess
    • Some learning goals are promises we can't keep
    • We can't see into the soul
    • Performances are harder to assess than products
    • Some learning goals can't be assessed with graded assignments
    • Time to think, discuss, and practice
• Part 5: Understanding and Using Evidence of Student Learning
  • CHAPTER 22: Setting Meaningful Standards and Targets
    • Choosing an appropriate perspective for comparison
    • How to set an appropriately rigorous benchmark or standard
    • How to set an appropriately rigorous target for the proportion of students achieving your standard
    • Standard- and target-setting as iterative processes
    • Time to think, discuss, and practice
  • CHAPTER 23: Summarizing and Storing Evidence of Student Learning
    • Planning your summary
    • Summarizing quantitative evidence
    • Summarizing qualitative evidence
    • Documenting and storing evidence
    • Time to think, discuss, and practice
  • CHAPTER 24: Analyzing Evidence of Student Learning
    • Answering the most important question: How well did students learn what you wanted them to learn?
    • Answering another key question: Stewardship
    • Documenting and analyzing the effectiveness of your assessment strategies
    • Time to think, discuss, and practice
  • CHAPTER 25: Sharing Evidence of Student Learning
    • Share evidence in ways that will lead to decisions
    • Create great visuals and reports
    • Make evidence easy to find and access
    • Be open, honest, balanced, and fair
    • Share disappointing outcomes honestly and with context
    • Share your assessment story with accreditors
    • Move from sharing to action
    • Time to think, discuss, and practice
  • CHAPTER 26: Using Evidence of Student Learning to Inform Important Decisions
    • Using student learning evidence to recognize and celebrate successes
    • Use student learning evidence to give students the best possible education
    • Use student learning evidence to ensure stewardship
    • Changes to assessments don't count
    • Use student learning evidence for broad impact
    • Use student learning evidence fairly, ethically, and responsibly
    • Time to think, discuss, and practice
• References
• Index
• End User License Agreement

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu