Assessing Student Learning : A Common Sense Guide.
(eBook)
Author
Published
Newark : John Wiley & Sons, Incorporated, 2018.
Edition
3rd ed.
Physical Desc
1 online resource (411 pages)
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Format
eBook
Language
English
ISBN
9781119426868, 1119426863
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Citations
APA Citation, 7th Edition (style guide)
Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide (3rd ed.). John Wiley & Sons, Incorporated.
Chicago / Turabian - Author Date Citation, 17th Edition (style guide)Suskie, Linda. 2018. Assessing Student Learning: A Common Sense Guide. John Wiley & Sons, Incorporated.
Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)Suskie, Linda. Assessing Student Learning: A Common Sense Guide John Wiley & Sons, Incorporated, 2018.
MLA Citation, 9th Edition (style guide)Suskie, Linda. Assessing Student Learning: A Common Sense Guide 3rd ed., John Wiley & Sons, Incorporated, 2018.
Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.
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Grouped Work ID
7ae891f7-42ed-c1fe-3c44-5e356807fec5-eng
Grouping Information
| Grouped Work ID | 7ae891f7-42ed-c1fe-3c44-5e356807fec5-eng |
|---|---|
| Full title | assessing student learning a common sense guide |
| Author | suskie linda |
| Grouping Category | book |
| Last Update | 2022-06-15 22:38:59PM |
| Last Indexed | 2024-04-17 01:18:27AM |
Book Cover Information
| Image Source | syndetics |
|---|---|
| First Loaded | Nov 12, 2021 |
| Last Used | Nov 24, 2022 |
Marc Record
| First Detected | Nov 12, 2021 09:35:28 PM |
|---|---|
| Last File Modification Time | Nov 12, 2021 09:35:28 PM |
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| 245 | 1 | 0 | |a Assessing Student Learning :|b A Common Sense Guide. |
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| 264 | 1 | |a Newark :|b John Wiley & Sons, Incorporated,|c 2018. | |
| 264 | 4 | |c ©2018. | |
| 300 | |a 1 online resource (411 pages) | ||
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| 505 | 0 | |a Cover -- Title Page -- Copyright -- Contents -- List of Tables -- List of Lists -- List of Figure -- List of Exhibits -- Preface to the Third Edition -- Introduction -- Part 1: Understanding Assessment -- Chapter 1: What Is Assessment? -- Time to think, discuss, and practice -- Chapter 2: The Many Settings for Student Learning and Assessment -- Time to think, discuss, and practice -- Chapter 3: What Are Effective Assessment Practices? -- Time to think, discuss, and practice -- Part 2: Laying a Foundation for Assessment Success -- Chapter 4: Learning Goals: Articulating What You Most Want Students to Learn -- What do students need to learn? -- Characteristics of effective learning goals -- How to identify what you most want students to learn -- Learning goals for specific settings -- Examples of meaningful, effective learning goals -- Integrating learning goals throughout your college -- Putting your learning goals to work -- Time to think, discuss, and practice -- Chapter 5: Designing Curricula to Help Students Learn What's Important -- What are the characteristics of effective curricula? -- Curriculum design in specific settings -- Curriculum maps -- Other tools to understand curricula -- Using curriculum maps and other tools to improve curricula -- Curriculum review is not a one-and-done process -- Time to think, discuss, and practice -- Chapter 6: How Will Your Evidence of Student Learning be Used? -- Why are you assessing? -- What decisions will your evidence inform? Who will make them? -- Time to think, discuss, and practice -- Chapter 7: Planning Assessments in Academic Programs -- Choosing the best places in program curricula for assessment -- Choosing the best assessments for program learning goals -- Developing written plans that work out the logistics -- Regularly reviewing and updating your plans -- Time to think, discuss, and practice. | |
| 505 | 8 | |a Chapter 8: Planning Assessments in General Education, Co-curricula, and Other Settings -- Planning assessments in general education curricula -- Planning assessments in co-curricula -- Planning assessments in other settings -- Time to think, discuss, and practice -- Part 3: Building a Pervasive, Enduring Culture of Evidence and Betterment -- Chapter 9: Guiding and Coordinating Assessment Efforts -- What guidance and coordination are needed? -- Who should provide guidance and coordination? -- Time to think, discuss, and practice -- Chapter 10: Helping Everyone Learn What to Do -- Time to think, discuss, and practice -- Chapter 11: Supporting Assessment Efforts -- Time -- Technologies -- Other resource needs -- Time to think, discuss, and practice -- Chapter 12: Keeping Assessment Cost-Effective -- Time to think, discuss, and practice -- Chapter 13: Collaborating on Assessment -- Time to think, discuss, and practice -- Chapter 14: Valuing Assessment and the People Who Contribute -- Time to think, discuss, and practice -- Part 4: The Assessment Toolbox -- Chapter 15: Designing Rubrics to Plan and Assess Assignments -- What is a rubric? -- Why use a rubric? -- Creating effective analytic rubrics -- Additional steps to consider -- Time to think, discuss, and practice -- Chapter 16: Creating Effective Assignments -- Some valuable ideas you'll find in this chapter -- What is a great assignment? -- Crafting effective assignments -- Countering plagiarism -- Time to think, discuss, and practice -- Chapter 17: Writing Multiple-Choice and Other Objective Tests -- Planning an objective test -- Writing good multiple-choice items -- Pulling an objective test together -- Time to think, discuss, and practice -- Chapter 18: Assembling Evidence of Student Learning into Portfolios -- Time to think, discuss, and practice -- Chapter 19: Selecting Published Instruments. | |
| 505 | 8 | |a Why use a published instrument? -- Identifying potential published instruments -- Evaluating potential published instruments -- Is a published instrument right for you? -- Time to think, discuss, and practice -- Chapter 20: Other Assessment Tools -- Reflective writing -- Rating scales -- Surveys -- Interviews and focus groups -- Journals -- Time to think, discuss, and practice -- Chapter 21: Assessing the Hard-to-Assess -- Some learning goals are promises we can't keep -- We can't see into the soul -- Performances are harder to assess than products -- Some learning goals can't be assessed with graded assignments -- Time to think, discuss, and practice -- Part 5: Understanding and Using Evidence of Student Learning -- Chapter 22: Setting Meaningful Standards and Targets -- Choosing an appropriate perspective for comparison -- How to set an appropriately rigorous benchmark or standard -- How to set an appropriately rigorous target for the proportion of students achieving your standard -- Standard- and target-setting as iterative processes -- Time to think, discuss, and practice -- Chapter 23: Summarizing and Storing Evidence of Student Learning -- Planning your summary -- Summarizing quantitative evidence -- Summarizing qualitative evidence -- Documenting and storing evidence -- Time to think, discuss, and practice -- Chapter 24: Analyzing Evidence of Student Learning -- Some valuable ideas you'll find in this chapter -- Answering the most important question: How well did students learn what you wanted them to learn? -- Answering another key question: Stewardship -- Documenting and analyzing the effectiveness of your assessment strategies -- Time to think, discuss, and practice -- Chapter 25: Sharing Evidence of Student Learning -- Share evidence in ways that will lead to decisions -- Create great visuals and reports. | |
| 505 | 8 | |a Make evidence easy to find and access -- Be open, honest, balanced, and fair -- Share disappointing outcomes honestly and with context -- Share your assessment story with accreditors -- Move from sharing to action -- Time to think, discuss, and practice -- Chapter 26: Using Evidence of Student Learning to Inform Important Decisions -- Some valuable ideas you'll find in this chapter -- Using student learning evidence to recognize and celebrate successes -- Use student learning evidence to give students the best possible education -- Use student learning evidence to ensure stewardship -- Changes to assessments don't count -- Use student learning evidence for broad impact -- Use student learning evidence fairly, ethically, and responsibly -- Time to think, discuss, and practice -- References -- Index -- EULA. | |
| 588 | |a Description based on publisher supplied metadata and other sources. | ||
| 650 | 0 | |a College students-Rating of.|9 3955809 | |
| 650 | 0 | |a Educational tests and measurements. | |
| 655 | 4 | |a Electronic books. | |
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