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Assessing Student Learning, 3rd Edition

Book Description

Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.

Table of Contents

  1. Cover
  2. Title Page
  3. List of Tables
  4. List of Lists
  5. List of Figure
  6. List of Exhibits
  7. Preface to the Third Edition
  8. Introduction
  9. Part 1: Understanding Assessment
    1. CHAPTER 1: What Is Assessment?
      1. Time to think, discuss, and practice
    2. CHAPTER 2: The Many Settings for Student Learning and Assessment
      1. Time to think, discuss, and practice
    3. CHAPTER 3: What Are Effective Assessment Practices?
      1. Time to think, discuss, and practice
  10. Part 2: Laying a Foundation for Assessment Success
    1. CHAPTER 4: Learning Goals: Articulating What You Most Want Students to Learn
      1. What do students need to learn?
      2. Characteristics of effective learning goals
      3. How to identify what you most want students to learn
      4. Learning goals for specific settings
      5. Examples of meaningful, effective learning goals
      6. Integrating learning goals throughout your college
      7. Putting your learning goals to work
      8. Time to think, discuss, and practice
    2. CHAPTER 5: Designing Curricula to Help Students Learn What's Important
      1. What are the characteristics of effective curricula?
      2. Curriculum design in specific settings
      3. Curriculum maps
      4. Other tools to understand curricula
      5. Using curriculum maps and other tools to improve curricula
      6. Curriculum review is not a one-and-done process
      7. Time to think, discuss, and practice
    3. CHAPTER 6: How Will Your Evidence of Student Learning be Used?
      1. Why are you assessing?
      2. What decisions will your evidence inform? Who will make them?
      3. Time to think, discuss, and practice
    4. CHAPTER 7: Planning Assessments in Academic Programs
      1. Choosing the best places in program curricula for assessment
      2. Choosing the best assessments for program learning goals
      3. Developing written plans that work out the logistics
      4. Regularly reviewing and updating your plans
      5. Time to think, discuss, and practice
    5. CHAPTER 8: Planning Assessments in General Education, Co-curricula, and Other Settings
      1. Planning assessments in general education curricula
      2. Planning assessments in co-curricula
      3. Planning assessments in other settings
      4. Time to think, discuss, and practice
  11. Part 3: Building a Pervasive, Enduring Culture of Evidence and Betterment
    1. CHAPTER 9: Guiding and Coordinating Assessment Efforts
      1. What guidance and coordination are needed?
      2. Who should provide guidance and coordination?
      3. Time to think, discuss, and practice
    2. CHAPTER 10: Helping Everyone Learn What to Do
      1. Time to think, discuss, and practice
    3. CHAPTER 11: Supporting Assessment Efforts
      1. Time
      2. Technologies
      3. Other resource needs
      4. Time to think, discuss, and practice
    4. CHAPTER 12: Keeping Assessment Cost-Effective
      1. Time to think, discuss, and practice
    5. CHAPTER 13: Collaborating on Assessment
      1. Time to think, discuss, and practice
    6. CHAPTER 14: Valuing Assessment and the People Who Contribute
      1. Time to think, discuss, and practice
  12. Part 4: The Assessment Toolbox
    1. CHAPTER 15: Designing Rubrics to Plan and Assess Assignments
      1. What is a rubric?
      2. Why use a rubric?
      3. Creating effective analytic rubrics
      4. Additional steps to consider
      5. Time to think, discuss, and practice
    2. CHAPTER 16: Creating Effective Assignments
      1. What is a great assignment?
      2. Crafting effective assignments
      3. Countering plagiarism
      4. Time to think, discuss, and practice
    3. CHAPTER 17: Writing Multiple-Choice and Other Objective Tests
      1. Planning an objective test
      2. Writing good multiple-choice items
      3. Pulling an objective test together
      4. Time to think, discuss, and practice
    4. CHAPTER 18: Assembling Evidence of Student Learning into Portfolios
      1. Time to think, discuss, and practice
    5. CHAPTER 19: Selecting Published Instruments
      1. Why use a published instrument?
      2. Identifying potential published instruments
      3. Evaluating potential published instruments
      4. Is a published instrument right for you?
      5. Time to think, discuss, and practice
    6. CHAPTER 20: Other Assessment Tools
      1. Reflective writing
      2. Rating scales
      3. Surveys
      4. Interviews and focus groups
      5. Journals
      6. Time to think, discuss, and practice
    7. CHAPTER 21: Assessing the Hard-to-Assess
      1. Some learning goals are promises we can't keep
      2. We can't see into the soul
      3. Performances are harder to assess than products
      4. Some learning goals can't be assessed with graded assignments
      5. Time to think, discuss, and practice
  13. Part 5: Understanding and Using Evidence of Student Learning
    1. CHAPTER 22: Setting Meaningful Standards and Targets
      1. Choosing an appropriate perspective for comparison
      2. How to set an appropriately rigorous benchmark or standard
      3. How to set an appropriately rigorous target for the proportion of students achieving your standard
      4. Standard- and target-setting as iterative processes
      5. Time to think, discuss, and practice
    2. CHAPTER 23: Summarizing and Storing Evidence of Student Learning
      1. Planning your summary
      2. Summarizing quantitative evidence
      3. Summarizing qualitative evidence
      4. Documenting and storing evidence
      5. Time to think, discuss, and practice
    3. CHAPTER 24: Analyzing Evidence of Student Learning
      1. Answering the most important question: How well did students learn what you wanted them to learn?
      2. Answering another key question: Stewardship
      3. Documenting and analyzing the effectiveness of your assessment strategies
      4. Time to think, discuss, and practice
    4. CHAPTER 25: Sharing Evidence of Student Learning
      1. Share evidence in ways that will lead to decisions
      2. Create great visuals and reports
      3. Make evidence easy to find and access
      4. Be open, honest, balanced, and fair
      5. Share disappointing outcomes honestly and with context
      6. Share your assessment story with accreditors
      7. Move from sharing to action
      8. Time to think, discuss, and practice
    5. CHAPTER 26: Using Evidence of Student Learning to Inform Important Decisions
      1. Using student learning evidence to recognize and celebrate successes
      2. Use student learning evidence to give students the best possible education
      3. Use student learning evidence to ensure stewardship
      4. Changes to assessments don't count
      5. Use student learning evidence for broad impact
      6. Use student learning evidence fairly, ethically, and responsibly
      7. Time to think, discuss, and practice
  14. References
  15. Index
  16. End User License Agreement