Search results for ""Author Ronald S. Carriveau""
Taylor & Francis Inc Connecting the Dots: Developing Student Learning Outcomes and Outcomes-Based Assessment
Demands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a “how-to” manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to “connect the dots” from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.
£130.00
Peter Lang Publishing Inc Next Generation Course Redesign
There is widespread recognition that large enrollment introductory classes are a significant problem. Lack of engagement, incongruous learning styles and teaching methods, and high failure/dropout rates are some of the symptoms. Recent developments in accountability at both state and federal levels make addressing the problem even more crucial. The University of North Texas has developed and promulgated a process for redesigning these classes that brings to bear the creativity of the faculty, resulting in higher-level student learning without increasing instructional costs. This groundbreaking book provides the reader with a theoretical foundation for course redesign that employs assessment-driven experiential learning and tools and examples to bring all or part of the process to their campus.
£28.10
