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| Document Type: | Book |
|---|---|
| All Authors / Contributors: |
Ruth E Stiehl; Les Lewchuk |
| ISBN: | 9780963745750 0963745751 |
| OCLC Number: | 164432619 |
| Description: | vii, 167 p. : ill. (some col.) ; 25 cm. |
| Contents: | Preface : Blurred boundaries : Mr. Fox ... you should have remained in Boston -- Part 1 : Re-envisioning learning and assessment : it's all a question of story. We are in trouble just now because we do not have a good story -- The Story : the sea is around us, but the river is in us -- The Metaphor : water transforms the Earth ; learning transforms us -- Re-envisioning learning as a journey : there is an unstoppable drive that powers every water molecule on the Earth -- Part 2 : Reconstructing the college curriculum : our journey : unlike ponds and lakes, rivers go somewhere. They invite you to travel with them -- The Take-out -- creating "robust" outcome statements : "communicates effectively" is not very useful -- The Boulder garden -- creating a capstone experience : the best rapids are in the lower half -- The Rapids -- creating assessment trials : the river dunked and drenched ; mostly it made them work -- The Put-in -- defining essential content : drive the paddle deep -- The Scouting stop -- mapping assessment tasks : do not run anything you cannot see -- Part 3 : Getting clear about learning assessment : what the river says : you can get a few who don't understand about the river at all -- Why we assess learning : assessment is as common as the next breath. If we are alive, we are doing it -- What we assess that impacts learning : from put-in to take-out, assessment is ubiquitous -- How we assess learning -- work quality or measurement mania : on the river, nothing substitutes for our eyes and our ears -- Part 4 : Creating a flow of evidence : rivers have much to tell us ... but we must each figure out what they have to say -- The South fork of assessment : rivers braid as they descend steep slopes -- The South fork overview : few natural features flow so obviously as the south fork of a whitewater river -- Two kinds of evidence in the south fork : joining two rivers changes them both -- Part 5 : The Narrows -- part 1 : defining what's good : I focus on a rock jutting up to the surface just off the left shore -- Who decides what's good? : if we don't do it, they will -- Narrowing down assessment criteria : it knows everything, the river. A person can learn anything from it -- Part 6 : The Narrows -- part 2 : creating assessment tools : there is nothing softer and weaker than water, and yet there is nother better for attacking hard and soft things -- Tools to assist : some call it "formative" -- Tools to advance : some call it summative" -- Tools to adjust : some don't call it at all -- Part 7 : The Confluence : tracking evidence : no river that joins another remains unaltered -- The Concept of confluence : confluence : a flowing together of several streams -- Small-scale confluence : an example : rivers constantly adjust, compensating for events that affect them -- Large-scale confluence : an example : an example of direct, indirect, internal, and external evidence -- Part 8 : The Minor eddy : making program adjustments : we all yearn for some pause in the river, an eddy, where the water slows and circles back upstream -- Barbed wire on beaver tail : we came to have a conversation -- Minor eddy : it was a planned interuption -- Part 9 : The Major eddy : conducting a formal program review : I have learned from the river, everything returns -- Epilogue : The Scouting stop. |
| Other Titles: | Creating a flow of learning evidence |
| Responsibility: | Ruth Stiehl, Les Lewchuk. |
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