Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education
Lýsing:
This thoroughly revised and updated step-by-step guide provides the most current practices for developing assessment programs on college and university campuses. Assessment Essentials outlines the assessment process from the first to the last step and is filled with illustrative examples of how assessment is accomplished on today's academic campuses. It is especially useful for faculty members and others who may be new to the assessment process.
This edition builds upon the first, offering new material in a familiar framework. In addition, the various direct and indirect assessment methods that are described in chapters throughout the volume are introduced in the first five chapters to allow for expansion of material on course-embedded assessment and use of rubrics. The authors also added new sections and/or chapters on assessment and technology, including online assessment, assessment management systems, and assessment in MOOCs; the contributions of for-profit universities to assessment development; assessment in the field of student affairs; international initiatives in assessment; and trends for the future of outcomes assessment.
Annað
- Höfundur: Trudy W. Banta, Catherine A. Palomba, Jillian Kinzie
- Útgáfa:2
- Útgáfudagur: 2014-09-09
- Hægt að prenta út 2 bls.
- Hægt að afrita 10 bls.
- Format:Page Fidelity
- ISBN 13: 9781118903766
- Print ISBN: 9781118903322
- ISBN 10: 1118903765
Efnisyfirlit
- Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education
- Copyright
- Contents
- List of Exhibits and Figures
- Foreword
- Preface
- Audience
- The Contents
- Acknowledgments
- About the Authors
- Chapter 1: Defining Assessment
- Some Definitions
- Pioneering in Assessment
- Quality Assurance: An International Perspective
- Assessment Purposes
- Values and Guiding Principles
- Chapter 2: The Essentials of Assessment
- Planning Effective Assessment
- Engaging Stakeholders
- Establishing Purpose
- Designing a Thoughtful Approach to Assessment Planning
- Creating a Written Plan
- Timing Assessment
- Implementing Effective Assessment
- Providing Leadership
- Selecting or Designing Data Collection Approaches
- Providing Resources
- Educating Faculty and Staff
- Assessing Resources and Processes as Well as Outcomes
- Sharing Findings
- Improving and Sustaining Assessment
- Obtaining Credible Evidence
- Ensuring the Use of Assessment Findings
- Reexamining the Assessment Process
- Additional Thoughts
- Planning Effective Assessment
- Chapter 3: Engaging Faculty and Students in Assessment
- Involving Faculty in Assessment
- Faculty Responsibility
- Assessment Resources for Faculty
- Faculty Rewards
- Maximizing the Role of Faculty and Faculty Acceptance
- Some Stumbling Blocks in Understanding Assessment
- The Nature of Resistance
- Involving Students in Assessment
- Student Responsibility
- Resources for Students
- Student Rewards
- Maximizing Student Acceptance of Assessment
- Acting with Integrity
- Involving Faculty in Assessment
- Chapter 4: Setting Expectations and Preparing to Select Measures
- Intentions for Learning: Goals, Objectives, Outcomes
- Defining Terms
- Learning Taxonomies
- Developing Statements of Expectations
- Statement Content
- Curriculum Maps
- Using Matrices and Other Tools
- Selecting Methods and Approaches
- Inventories of Existing Activities
- Developing Criteria for Choosing Methods
- An Overview of Methods
- Use of Existing Information
- Locally Developed versus Commercial Measures
- Comparing Potential Methods to Criteria
- Designing Instruments
- Recognizing the Uniqueness of Designing Instruments for Assessment
- Enlisting Help from Campus Experts
- Enhancing Instrument Reliability and Validity
- Determining Approaches for Implementation
- Research Strategies
- Identifying Eligible Participants
- Sampling and Sample Size
- Putting Everything Together
- Intentions for Learning: Goals, Objectives, Outcomes
- Chapter 5: Using Direct Measures
- Using Classroom Assignments for Outcomes Assessment
- Performance Assessment
- Types of Performance Assessment
- Using Performance Measures for Outcomes Assessment
- Designing Effective Assignments
- Rubrics
- VALUE Rubrics
- Some Rubric Issues
- Aggregating Assessment Results in and across Courses
- Using Objective Tests for Outcomes Assessment
- Advantages and Disadvantages of Objective Tests
- Developing Good Tests and Writing Good Items
- Implications for Students
- Electronic Portfolios
- Using E-Portfolios for Outcomes Assessment
- Choices for E-Portfolios
- Student Reflection
- Scoring
- Resources and Training
- Feedback
- Impact on Students
- Using Results
- Developing E-Portfolios
- Appeal of Portfolios and Some Cautions
- Using Surveys in Assessment
- Topics for Assessment Surveys
- Selecting and Using Various Target Groups
- Response Types and Scales
- Writing Survey Questions
- Questionnaire Administration
- National Surveys for Assessment
- Using Focus Groups in Assessment
- Topics, Target Groups, and Participants
- The Moderator’s Role
- Developing Questions and Summarizing Results
- Other Considerations
- Additional Indirect Methods
- Interviews
- Written Materials
- Documents and Records
- Qualitative versus Quantitative Approaches
- Classroom Assessment Techniques
- Capstone Experiences and Courses
- Capstone Experiences
- Capstone Courses
- Portfolios
- Experiential Education
- Internships
- Service-Learning
- Applied Projects
- Group Work and Team-Building Skills
- Employer Involvement
- Employers as Assessors
- Employers as Advisors
- Employer Surveys
- Intentional Learning
- The Nature of General Education
- Assessment Choices and Issues
- Agreeing on Program Purposes and Learning Objectives
- Selecting an Assessment Approach for General Education
- Generating, Reporting, and Using Results
- Using Commercial Instruments and the Voluntary System of Accountability
- Assessing Specific Aspects of General Education
- Critical Thinking and Problem Solving
- Writing
- Information Literacy
- Oral Communication
- Ethical Reasoning
- Values and Attitudes
- The Degree Qualifications Profile
- Assessing General Education Outcomes within the Major
- Foundations for Assessment in Student Affairs
- Mission, Goals, and Objectives
- Goals and Objectives
- Mapping Outcomes
- Leadership and Preparation for Assessment in Student Affairs
- Committees, Offices, and Assessment Teams
- Resources and Training
- Assessment Frameworks, Models, and Diagrams
- Assessment Plans and Methods
- Planning Templates and Guides
- Methods
- Reporting and Sharing Results
- Reporting Templates
- Evaluating Reports
- Communicating Results
- Ethical Behavior
- Improving Assessment
- Rewards for Assessment
- Helping Faculty and Staff Use Their Assessment Results
- Encouraging Reflection and Collaboration
- Providing Mentors
- Sharing Materials
- Communicating about How Assessment Results Have Been Used
- Linking Assessment Results to Important Processes
- Assessment Reporting by Departments and Programs
- Outcomes
- Methods
- Findings
- Action Plans
- Follow-Up
- Closing the Loop
- Reflections on the Process
- Summarizing Reports
- Managing Data
- Assessing Unit Reports
- Making the Process Transparent
- Institutional Assessment Reporting
- Theme Reports
- Extracts for Colleges and Departments
- Oral Reports
- Comprehensive Reports
- Institutional Data and Dashboards
- Analyzing Assessment Information
- Descriptive and Comparative Information
- Impact of Various Response Scales on Analysis
- Qualitative Analysis
- Multivariate Analysis
- Data Mining and Learning Analytics
- Displaying Results
- Other Considerations
- Linking Assessment and Institutional Planning: An Example
- Organizing to Assess Institutional Effectiveness
- Assessment Leaders
- Assessment Committees
- Leadership in Units
- Central Offices
- Planning and Institutional Improvement at IUPUI
- Testing Center
- Office of Institutional Effectiveness
- Office of Institutional Research
- Office of Program Review
- Office of the Economic Model
- Administering an Assessment Plan
- Planning Levels
- Using Assessment Information
- Assessing and Facilitating Assessment
- Considering Costs
- Linking Assessment to Other Valued Processes
- A Time of Transition
- Current Practice
- Purposes
- Assessment Approaches
- Stakeholder Involvement
- Technology
- Continuing Challenges
- Assessment’s Effect on Individual Students
- Alternative Ways to Credential Students
- Sharing Assessment Information and Results
- Assessment Costs and Benefits
- Finding a Home for Assessment
- Creating a Culture of Assessment
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
- Gerð : 208
- Höfundur : 11463
- Útgáfuár : 2014
- Leyfi : 379