Developing outcomes-based assessment for learner-centered education : a faculty introduction / Amy Driscoll and Swarup Wood.

Por: Driscoll, AmyColaborador(es): Wood, Swarup, 1962-Tipo de material: TextoTextoEditor: Sterling, Va. : Stylus, 2007Edición: 1st edDescripción: xii, 275 páginas : ilustracionesTipo de contenido: texto Tipo de medio: no mediado Tipo de portador: volumenISBN: 1579221947Tema(s): EDUCACION BASADA EN LA COMPETENCIA -- EEUU | MEDICIONES Y PRUEBAS EDUCATIVAS -- EEUUClasificación CDD: 378.1664
Contenidos:
Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.
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Tipo de ítem Biblioteca actual Colección número de clasificación Copia número Estado Fecha de vencimiento Código de barras
Libro General Libro General Biblioteca Central
Colección Educación & Innovación 378.1664 D781 (Navegar estantería(Abre debajo)) 1 Disponible 3560900144788
Libro General Libro General Biblioteca Central
Colección Educación & Innovación 378.1664 D781 (Navegar estantería(Abre debajo)) 2 Disponible 3560900159192

Why develop outcomes for assessment and learning? : why not? -- A culture for faculty learning about outcomes-based assessment : honoring and addressing the realities -- Outcomes : articulating our learning expectations -- Student evidence : designing assignments and assessments for diverse learners -- Criteria and standards for assessment : no longer a faculty secret -- Faculty responses to development of outcomes-based assessment protocols -- Going beyond making assessment "public and visible" -- Alignment : making explicit connections between teaching decisions and learning outcomes -- Reviewing and analyzing student evidence: constructivist faculty development -- Faculty responses to assessment of student evidence -- Moving to outcomes-based assessment and learner-centered education through the scholarship of teaching, learning, and assessment.