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Assessing for learning.
Building a sustainable commitment across the institution.
Sterling /VA
Offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their institution. This book presents examples of processes, strategies, campus practices, resources, guides, worksheets, and exercises for institutions to develop and sustain assessment of student learning.
Inhaltsverzeichnis :
Chapter 1: Developing a Collective Institutional Commitment

A Culture of Inquiry
Dialogue about Teaching and Learning across the Institution
Anatomy of the Collaborative Process
A Shared Commitment: Roles and Responsibilities
A Collaborative Beginning: Principles of Commitment
Anchors for Developing Institutional Principles of Commitment

Meaningful Beginnings

Higher Education's Ownership

Chapter 2: Beginning with Dialogue about Teaching and Learning
The Continuum of Learning: Beyond an Aggregation of Courses, Credits, and Seat Time
A Focus on Integration

Coordinating Committees
Dialogue Focused on Expectations for Learning
Dialogue Focused on Verifying Expectations

Maps and Inventories
The Design of Our Work
Appendix A: Meta-sites for Active Learning and Teaching and Learning

Chapter 3: Making Claims about Student Learning within Contexts for Learning
Learning Outcome Statements
Levels of Learning Outcome Statements
Collaboration to Develop and Review Outcome Statements
Strategies for Developing Outcome Statements
Situating Students to Take Responsibility
Appendix: Example of Leveled Outcome Statements

Chapter 4: Identifying or Designing Tasks to Assess the Dimensions of Learning
The Range of Texts That Demonstrate or Represent Learning
Multiple Methods of Assessment
Direct and Indirect Methods of Assessment
Methods along the Continuum of Learning: Formative and Summative
Positions of Inquiry
Issues of Alignment
Properties of a Method: Validity and Reliability
An Inventory of Direct and Indirect Assessment Methods

Appendix: Strategies for Reviewing and Selecting Standardized Instruments

Chapter 5: Reaching Consensus about Criteria and Standards of Judgment
Interpretation of Student Achievement

Scoring Rubrics
Strategies to Develop Scoring Rubrics
Strategies to Assure Inter-relater Reliability
Threaded Opportunities for Institutional and Student Learning
Appendices: Sample Scoring Rubrics

Chapter 6: Designing a Cycle of Inquiry
A Design for Institutional Learning

Methods of Sampling
Times and Contexts for Collecting Evidence
Analysis and Presentation of Results
Collective Interpretation of Analyzed Results
A Narrated Cycle
Beyond a Cycle

Chapter 7: Building a Core Institutional Process of Inquiry over Time
A View of the Whole
Some Representative Structures, Processes, Decisions, and Channels and Forms of Communication
Resources and Support: Human, Financial, Technological
Campus Practices that Manifest an Institutional Commitment
Signs of Maturation
Appendix A: Consent Form