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Tables of Contents for Learner-Centered Assessment on College Campuses
Chapter/Section Title
Page #
Page Count
Foreword
xi
 
Preface
xv
 
A. DEVELOPING A LEARNER-CENTERED PERSPECTIVE
Experiencing a Paradigm Shift Through Assessment
1
31
Teacher-Centered and Learner-Centered Paradigms of Instruction
2
4
A Systems Perspective on Learner-Centered Teaching
6
2
Definition of Assessment
8
1
Elements of the Assessment Process
9
6
A Brief History of the Assessment Movement in Higher Education
15
6
Assessment and the Improvement of Undergraduate Education
21
4
Learner-Centered Assessment and Time
25
2
Looking Ahead
27
1
Try Something New
27
1
References
28
4
Understanding Hallmarks of Learner-Centered Teaching and Assessment
32
33
Learners Are Actively Involved and Receive Feedback
34
3
Learners Apply Knowledge to Enduring and Emerging Issues and Problems
37
4
Learners Integrate Discipline-Based Knowledge and General Skills
41
2
Pause for an Example: Differences Between Typical Teaching Practice and the First Three Hallmarks
43
2
Learners Understand the Characteristics of Excellent Work
45
3
Learners Become Increasingly Sophisticated Learners and Knowers
48
5
Professors Coach and Facilitate, Intertwining Teaching and Assessing
53
3
Professors Reveal That They Are Learners, Too
56
2
Learning Is Interpersonal, and All Learners---Students and Professors---Are Respected and Valued
58
3
Looking Ahead
61
1
Try Something New
61
1
References
62
3
Applying Principles of Good Practice in Learner-Centered Assessment
65
26
Principles of Good Assessment Practice
66
2
Key Questions to Consider When Establishing or Evaluating an Assessment Program
68
21
Looking Ahead
89
1
Try Something New
89
1
References
89
2
B. IMPLEMENTING A LEARNER-CENTERED PERSPECTIVE
Setting Direction with Intended Learning Outcomes
91
30
Intended Learning Outcomes
92
2
Benefits of Formulating Intended Learning Outcomes
94
4
Characteristics of Effective Intended Learning Outcomes
98
20
Looking Ahead
118
1
Try Something New
118
1
References
119
2
Using Feedback from Students to Improve Learning
121
30
Techniques for Collecting Feedback from Students
123
18
Enhancing the Process of Gathering and Interpreting Feedback from Students
141
6
Looking Ahead
147
1
Try Something New
148
1
References
148
3
Using Rubrics to Provide Feedback to Students
151
50
The Role of Feedback in Student Learning
152
2
Using Assessment to Promote Learning
154
1
Rubrics Defined
155
11
Elements of a Useful Rubric
166
3
Using Rubrics to Reveal Important Information
169
8
Developing Useful Rubrics
177
11
Questions That Emerge After Using Rubrics
188
5
Enhancing the Process of Giving Feedback to Students
193
4
Looking Ahead
197
1
Try Something New
197
1
References
197
2
Appendix: Team Players
199
2
Assessing Students' Ability to Think Critically and Solve Problems
201
32
Ill-Defined Problems
202
10
Benefits of Attempting to Solve Ill-Defined Problems
212
3
Essential Components of Critical Thinking and Problem Solving
215
6
Using Assessment to Develop Critical-Thinking and Problem-Solving Abilities
221
1
Effective Assessment Formats
222
2
Characteristics of an Exemplary Assessment Task
224
3
Developing an Effective Assessment Task
227
3
Looking Ahead
230
1
Try Something New
231
1
References
231
2
Using Portfolios to Promote, Support, and Evaluate Learning
233
36
Types of Portfolios
235
4
Using Portfolios in Assessment
239
7
Using Selection Portfolios to Promote and Support Learning
246
9
Promoting Learning with Portfolios: Professors and Students in Partnership
255
2
Promoting Learning with Portfolios: Professors and Other Stakeholders in Partnership
257
2
Benefits to Professors of Using Portfolios
259
3
Benefits to Students of Using Portfolios
262
3
Questions to Ask When Planning to Use Portfolios in Assessment
265
1
Looking Ahead
265
1
Try Something New
265
1
References
266
3
Shifting the Paradigm: Individual and Organizational Implications
269
14
Issues in Making the Paradigm Shift
271
1
Individual vs. Campus Reform
272
4
Creating an Assessment Mindset
276
5
Making a Commitment to Change
281
1
Try Something New
282
1
References
282
1
Index
283