You are not connected to the Portland Community College Library network. Access to online content and services may require you to authenticate with your library.
Remote Access
Getting this item's online copy...Find a copy in the library
Getting this item's location and availability...WorldCat
Find it in libraries globally
Worldwide libraries own this item
Details
| Material Type: | Internet resource |
|---|---|
| Document Type: | Book, Internet Resource |
| All Authors / Contributors: |
Peggy Maki |
| ISBN: | 1579220878 9781579220877 1579220886 9781579220884 |
| OCLC Number: | 54083778 |
| Notes: | At foot of t.p.: AAHE, American Association for Higher Education. |
| Description: | xix, 204 p. : ill. ; 29 cm. |
| Contents: | Acknowledgments -- Preface -- 1. Developing a collective institutional commitment -- Overview -- A culture of inquiry -- Dialogue about teaching and learning across the institution -- Anatomy of the collaborative process -- A shared commitment : roles and responsibilities -- presidents, chancellors, and system heads -- Boards of trustees -- Campus leaders -- Faculty, administrators, staff, and other contributors to student learning, including students -- A collaborative beginning : principles of commitment -- Anchors for developing institutional principles of commitment -- The science of learning -- The scholarship of teaching and learning -- Disciplinary and professional organizations' focus on student learning -- Institutional focus on learning-centeredness -- Institutional focus on organizational learning -- Accountability -- Meaningful beginnings -- Box 1.1 Institutional example : University of Portland -- Higher education's ownership -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Box 1.2 Institutional example : North Carolina State University -- Box 1.3 Institutional example : Rochester Community and Technical College. 2. Beginning with dialogue about teaching and learning -- Overview -- The continuum of learning : beyond an aggregation of courses, credits, and seat time -- A focus on integration -- Coordinating committees -- A campus-wide assessment committee -- Program-level assessment committees -- Dialogue focused on expectations for student learning -- Dialogue focused on verifying expectations -- Maps and inventories -- Maps -- Box 2.1 Institutional example : New Jersey City University -- Box 2.2 Institutional example : Rose-Hulman Institute of Technology Inventories -- Figure 2.3 Rose-Hulman Institute of Technology Curriculum Map -- The design of our work -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Appendix 2.1 Business administration program's curriculum map. 3. Making claims about student learning within contexts for learning -- Overview -- Learning outcome statements -- Characteristics of institution- and program-level learning outcome statements -- Box 3.1 Institutional example : California State University Monterey Bay -- The difference between program or institutional objectives and learning outcomes or learning objectives -- Box 3.2 Institutional example : University of Washington -- Levels of learning outcome statements -- Taxonomies -- Collaboration to develop and review outcome statements -- Strategies for developing outcome statements -- Strategy 1 : Mission statements -- Strategy 2 : Professional organizations -- Box 3.3 Institutional example : Stonehill College -- Strategy 3 : Student work -- Strategy 4 : An epistemological and ethnographic process -- Strategy 5 : Deep and surface approaches to learning -- Community consensus about learning outcome statements -- Situating students to take responsibility -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Appendix 3.1 Institutional example : University of Washington -- Appendix 3.2 Institutional example : North Carolina State University -- Appendix 3.3 Example of leveled outcome statements. 4. Identifying or designing tasks to assess the dimensions of learning -- Overview -- The range of texts that demonstrate or represent learning -- Multiple methods of assessment -- Box 4.1 Institutional example : Stanford University, California -- Box 4.2 Institutional example : University of Michigan -- Box 4.3 Institutional example : North Carolina State University -- Direct and indirect methods of assessment -- Methods along the continuum of learning : formative and summative -- Box 4.4 Institutional example : Alverno College -- Positions of inquiry -- Issues of alignment : outcomes, inferences, and students' learning histories -- Box 4.5 Institutional example : Marian College -- Box 4.6 Institutional example : Keystone College -- Properties of a method : validity and reliability -- Validity -- Reliability -- Standardized tests -- Designed methods -- Box 4.7 Institutional example : Alverno College -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Box 4.8 Institutional example : Academic librarians and faculty -- Box 4.9 Institutional example : Student affairs and academic affairs -- Appendix 4.1 Strategies for reviewing and selecting standardized instruments -- Appendix 4.2 Inventory of direct and indirect assessment methods. 5. Reaching consensus about criteria and standards of judgment -- Overview -- Interpretations of student achievement -- Norm referencing -- Criterion referencing -- Scoring rubrics -- Box 5.1 Institutional example : Azusa Pacific University -- Analytic and holistic rubrics -- Strategies to develop scoring rubrics -- Box 5.2 Institutional example : North Carolina State University -- Development of scoring rubrics -- Strategies to assure interrater reliability -- Threaded opportunities for institutional and student learning -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Appendix 5.1 Institutional example : New Jersey City University-- Appendix 5.2 Institutional example : New Jersey City University-- Appendix 5.3 Institutional example : Rocky Mountain College of Art & Design -- Appendix 5.4 Institutional example : Hampden-Sydney College, Department of Psychology -- 6. Designing a cycle of inquiry -- Overview -- A design for institutional learning -- Methods of sampling -- Some key institutional contributors -- Sampling -- Box 6.1 Institutional example : Florida Community College at Jacksonville -- Times and contexts for collecting evidence -- Scoring -- Box 6.2 Institutional example : University of South Florida -- Analysis and presentation of results -- Collective interpretation of analyzed results -- A narrated cycle -- Box 6.3 Institutional example : Mesa Community College -- Beyond a cycle -- Box 6.4 Institutional example : Implementation of the assessment process at Providence College, 1999-2005 -- Box 6.5 Institutional example : Providence College -- Works cited -- Additional resources -- Worksheets, guides, and exercises. 7. Building a core institutional process of inquiry over time -- Overview -- A view of the whole -- Some representative structures, processes, decisions, and channels and forms of communication -- Some representative structures -- Box 7.1 Institutional example : Portland State University -- Box 7.2 Institutional example : United States Naval Academy Offices of Institutional Research and Planning -- Box 7.3 Institutional example : Rose-Hulman Institute of Technology -- Processes and decisions -- Channels and forms of communication -- Resources and support : human, financial, and technological -- Box 7.4 Institutional example : Indiana University-Purdue University Indianapolis -- Campus practices that manifest an institutional commitment -- Signs of maturation -- Box 7.5 Institutional example : University of Wisconsin-River Falls -- Works cited -- Additional resources -- Worksheets, guides, and exercises -- Appendix 7.1 Institutional example : Guam Community College's institutional commitment to assessment : an evolving story of dialogue and ritual -- Appendix 7.2 Consent form -- Index. |
| Responsibility: | Peggy L. Maki. |
Retrieving notes about this itemReviews
User-contributed reviews