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More About This Title Learning Assessment Techniques: A Handbook for College Faculty
English
Do you want to:
- Know what and how well your students are learning?
- Promote active learning in ways that readily integrate assessment?
- Gather information that can help make grading more systematic and streamlined?
- Efficiently collect solid learning outcomes data for institutional assessment?
- Provide evidence of your teaching effectiveness for promotion and tenure review?
Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities.
Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle.
College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
English
ELIZABETH F. BARKLEY is professor of music at Foothill College in Los Altos, California. She is a nationally known scholar, educator, and consultant and has been the recipient of several honors, including The Chair Academy's Outstanding Leadership Award for work with learning outcomes assessment and being named California's Higher Education Professor of the Year by The Carnegie Foundation for the Advancement of Teaching. She is author of Student Engagement Techniques from Jossey-Bass.
CLAIRE HOWELL MAJOR is professor of higher education at the University of Alabama. Her expertise is in teaching and learning in higher education and in qualitative research methods. With Elizabeth Barkley, she is the author of Collaborative Learning Techniques, Second Edition from Jossey-Bass.
English
Preface xi
Acknowledgments xvii
The Authors xix
Introduction: Conceptual Framework 1
How Can We Best Teach to Promote Learning? 1
What Is a Learning Assessment Technique (LAT)? 4
How Do LATs Support the Kind of Teaching that Promotes Significant Learning? 5
Conclusion 10
Part One: The Learning Assessment Techniques Cycle 11
1 Clarifying What You Want Students to Learn 13
Defining Learning 13
Aiming for Significant Learning 14
Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals 14
Expressing What You Want Students to Learn in Language that Is Helpful for Assessment 14
Identifying Course-Level Learning Goals 14
Considering the Challenges Related to Course Learning Objectives and Outcomes 17
Determining Course-Level Learning Objectives 18
Identifying Course-Level Student Learning Outcomes (SLOs) 20
Differentiating Between Learning Objectives and Learning Outcomes 20
Crafting a Course Learning Outcome Statement 21
Determining Performance Standards for Individuals and the Class as a Whole 21
Is All the Work Required Worth the Effort? 22
2 Determining Your Purpose for Assessing Student Learning 24
Defining Assessment 24
How Learning Assessment Is Different from Grading 25
Types of Learning Assessment 25
Assessing Students to Determine for Ourselves How Well Students Are Learning 26
Assessing to Give Learners Feedback on Their Progress 27
Assessing Learning to Improve Our Profession through the Scholarship of Teaching and Learning (SoTL) 27
Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning 27
Crafting the Assessment Question 28
3 Selecting a Learning Assessment Technique 30
Using the Learning Goals Inventory (LGI) 30
Considering Instructional Context When Choosing a LAT 30
Key Instructional Elements to Consider 35
Considering Clustering Multiple LATs Together 35
4 Implementing a Learning Assessment Technique 43
Creating Assessment Rubrics 43
Creating Student Self-Evaluation Forms 45
Creating Peer Evaluation Forms 45
Introducing the Activity 46
Providing Students with Information They Need About the Learning Assessment 46
Facilitating the Learning Assessment 47
Concluding the Activity 48
Timing the Phases 49
Collecting the Learning Artifacts 50
Managing the Learning Artifacts 50
5 Analyzing and Reporting What Students Have Learned 52
Identifying Whose Learning You Are Gauging 52
Considering Independent and Collaborative Data Analysis 53
Scoring Individual Learning Artifacts 53
Scoring Group Artifacts 53
Determining the Method of Data Analysis 54
Using Quantitative Data Analysis 54
Using Qualitative Data Analysis 55
Displaying Data and Findings 57
Interpreting Results 64
Writing Up the Results of the Assessment 65
6 Closing the Loop 67
Modifying Your Learning Goals, Objectives, and Outcomes 67
Adjusting Your Purpose for Assessing Learning 68
Selecting a Different LAT 68
Altering an Aspect of Implementation 68
Changing the Way You Analyze or Report Findings 69
Part Two: Learning Assessment Techniques 71
7 Teaching and Assessing for the Foundational Knowledge Domain 73
Clarifying Learning Goals Related to Foundational Knowledge 73
Identifying Learning Outcomes for Foundational Knowledge 74
Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals 75
Assessing Achievement of Foundational Knowledge Learning Outcomes 75
Conclusion 77
Foundational Knowledge Domain LATs 78
1 First Day Final 78
2 Background Knowledge Probe 85
3 Entry and Exit Tickets 91
4 Guided Reading Notes 96
5 Comprehensive Factors List 101
6 Quick Write 105
7 Best Summary 111
8 Snap Shots 116
9 Team Tests 122
10 Team Games Tournament 128
8 Teaching and Assessing for the Application Learning Domain 134
Clarifying Learning Goals Related to Application Learning 134
Skills Goals 134
Identifying Learning Outcomes for Application Learning 136
Aligning Course Level Application Learning Outcomes with Institutional Learning Goals 136
Assessing Achievement of Application Learning Outcomes 136
Conclusion 139
Application Learning Domain LATs 148
11 Prediction Guide 148
12 Fact or Opinion 153
13 Quotation Commentaries 158
14 Insights-Resources-Application (IRA) 164
15 Consider This 169
16 What’s the Problem? 174
17 Think-Aloud Problem-Solving Protocols (TAAPs) 180
18 Peer Problem Review 185
19 Triple Jump 191
20 Digital Projects 196
9 Teaching and Assessing for the Integration Domain 202
Clarifying Learning Goals Related to the Integration Domain 202
Identifying Learning Outcomes for Integration Learning 203
Aligning Course Level Integrative Learning Outcomes with Broader Institutional Learning Goals 204
Assessing Achievement of Learning in the Integration Domain 204
Conclusion 204
Integration Domain LATs 208
21 Knowledge Grid 208
22 Sequence Chains 214
23 Concept Maps 218
24 Contemporary Issues Journal 225
25 Dyadic Essay 230
26 Synthesis Paper 237
27 Case Study 243
28 Class Book 248
29 E-Portfolios 255
10 Teaching and Assessing for the Human Dimension Domain 261
Clarifying Learning Goals Related to the Human Dimension Domain 261
Identifying Learning Outcomes for Human Dimension Learning 262
Aligning Course Level Human Dimension Learning Outcomes with
Institutional Learning Goals 262
Assessing Achievement of Learning Regarding the Human Dimension Domain 263
Conclusion 264
Human Dimension Domain LATs 271
30 Free Discussion 271
31 Nominations 277
32 Editorial Review 282
33 Dramatic Dialogues 287
34 Role Play 292
35 Ethical Dilemma 298
36 Digital Story 303
11 Teaching and Assessing for the Caring Domain 312
Clarifying Learning Goals Related to the Caring Domain 313
Identifying Learning Outcomes for the Caring Domain 314
Aligning Learning Outcomes Related to Caring with Institutional Learning Goals 314
Assessing Achievement of Learning Outcomes in the Caring Domain 315
Conclusion 315
Caring Domain LATs 319
37 Stand Where You Stand 319
38 Three-Minute Message 324
39 Issue Awareness Ad 330
40 Proclamations 334
41 Editorial 340
42 Debate 346
43 Briefing Paper 353
12 Teaching and Assessing for the Learning How to Learn Domain 358
Clarifying Learning Goals Related to the Learning How to Learn Domain 358
Identifying Learning Outcomes for the Learning How to Learn Domain 359
Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning Goals 359
Assessing Achievement of Learning Outcomes in the Learning How to Learn Domain 359
Conclusion 361
Learning How to Learn Domain LATs 364
44 Study Outlines 364
45 Student Generated Rubrics 370
46 Invent the Quiz 376
47 Learning Goal Listing 382
48 What? So What? Now What? Journal 388
49 Multiple-Task Mastery Checklist 393
50 Personal Learning Environment 399
Bibliography 405
Appendices 417
Appendix A About the Learning Goals Inventory (LGI) 419
Appendix B The Learning Goals Inventory with Scoring Sheet 425
Appendix C Key to Classroom Environment and Discipline in LAT Examples 433
Index 439
