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|All Authors / Contributors:||
Ruth E Stiehl; Les Lewchuk
|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.|
Retrieving notes about this item
- Curriculum evaluation -- United States.
- Education, Higher -- Curricula -- United States.
- Curriculum change -- United States.
- Curriculum planning -- United States.
- Curriculum-based assessment -- United States.
- Competency-based education -- United States.
- Educational evaluation -- United States.
- Educational tests and measurements -- United States.