{"product_id":"learning-assessment-techniques-isbn-9781119050896","title":"Learning Assessment Techniques","description":"\u003cb\u003e50 Techniques for Engaging Students and Assessing Learning in College Courses\u003c\/b\u003e \u003cp\u003eDo you want to:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eKnow what and how well your students are learning?\u003c\/li\u003e \u003cli\u003ePromote active learning in ways that readily integrate assessment?\u003c\/li\u003e \u003cli\u003eGather information that can help make grading more systematic and streamlined?\u003c\/li\u003e \u003cli\u003eEfficiently collect solid learning outcomes data for institutional assessment?\u003c\/li\u003e \u003cli\u003eProvide evidence of your teaching effectiveness for promotion and tenure review?\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eLearning Assessment Techniques \u003c\/i\u003eprovides 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.\u003c\/p\u003e \u003cp\u003eEach 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.\u003c\/p\u003e \u003cp\u003eCollege 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, \u003ci\u003eLearning Assessment Techniques\u003c\/i\u003e provides a practical framework for seamlessly integrating teaching, learning, and assessment.\u003c\/p\u003e \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eThe Authors xix\u003c\/p\u003e \u003cp\u003eIntroduction: Conceptual Framework 1\u003c\/p\u003e \u003cp\u003eHow Can We Best Teach to Promote Learning? 1\u003c\/p\u003e \u003cp\u003eWhat Is a Learning Assessment Technique (LAT)? 4\u003c\/p\u003e \u003cp\u003eHow Do LATs Support the Kind of Teaching that Promotes Significant Learning? 5\u003c\/p\u003e \u003cp\u003eConclusion 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: The Learning Assessment Techniques Cycle 11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Clarifying What You Want Students to Learn 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Learning 13\u003c\/p\u003e \u003cp\u003eAiming for Significant Learning 14\u003c\/p\u003e \u003cp\u003eUsing the Learning Goals Inventory (LGI) to Identify Significant Learning Goals 14\u003c\/p\u003e \u003cp\u003eExpressing What You Want Students to Learn in Language that Is Helpful for Assessment 14\u003c\/p\u003e \u003cp\u003eIdentifying Course-Level Learning Goals 14\u003c\/p\u003e \u003cp\u003eConsidering the Challenges Related to Course Learning Objectives and Outcomes 17\u003c\/p\u003e \u003cp\u003eDetermining Course-Level Learning Objectives 18\u003c\/p\u003e \u003cp\u003eIdentifying Course-Level Student Learning Outcomes (SLOs) 20\u003c\/p\u003e \u003cp\u003eDifferentiating Between Learning Objectives and Learning Outcomes 20\u003c\/p\u003e \u003cp\u003eCrafting a Course Learning Outcome Statement 21\u003c\/p\u003e \u003cp\u003eDetermining Performance Standards for Individuals and the Class as a Whole 21\u003c\/p\u003e \u003cp\u003eIs All the Work Required Worth the Effort? 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Determining Your Purpose for Assessing Student Learning 24\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Assessment 24\u003c\/p\u003e \u003cp\u003eHow Learning Assessment Is Different from Grading 25\u003c\/p\u003e \u003cp\u003eTypes of Learning Assessment 25\u003c\/p\u003e \u003cp\u003eAssessing Students to Determine for Ourselves How Well Students Are Learning 26\u003c\/p\u003e \u003cp\u003eAssessing to Give Learners Feedback on Their Progress 27\u003c\/p\u003e \u003cp\u003eAssessing Learning to Improve Our Profession through the Scholarship of Teaching and Learning (SoTL) 27\u003c\/p\u003e \u003cp\u003eAssessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning 27\u003c\/p\u003e \u003cp\u003eCrafting the Assessment Question 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Selecting a Learning Assessment Technique 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing the Learning Goals Inventory (LGI) 30\u003c\/p\u003e \u003cp\u003eConsidering Instructional Context When Choosing a LAT 30\u003c\/p\u003e \u003cp\u003eKey Instructional Elements to Consider 35\u003c\/p\u003e \u003cp\u003eConsidering Clustering Multiple LATs Together 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Implementing a Learning Assessment Technique 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCreating Assessment Rubrics 43\u003c\/p\u003e \u003cp\u003eCreating Student Self-Evaluation Forms 45\u003c\/p\u003e \u003cp\u003eCreating Peer Evaluation Forms 45\u003c\/p\u003e \u003cp\u003eIntroducing the Activity 46\u003c\/p\u003e \u003cp\u003eProviding Students with Information They Need About the Learning Assessment 46\u003c\/p\u003e \u003cp\u003eFacilitating the Learning Assessment 47\u003c\/p\u003e \u003cp\u003eConcluding the Activity 48\u003c\/p\u003e \u003cp\u003eTiming the Phases 49\u003c\/p\u003e \u003cp\u003eCollecting the Learning Artifacts 50\u003c\/p\u003e \u003cp\u003eManaging the Learning Artifacts 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Analyzing and Reporting What Students Have Learned 52\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIdentifying Whose Learning You Are Gauging 52\u003c\/p\u003e \u003cp\u003eConsidering Independent and Collaborative Data Analysis 53\u003c\/p\u003e \u003cp\u003eScoring Individual Learning Artifacts 53\u003c\/p\u003e \u003cp\u003eScoring Group Artifacts 53\u003c\/p\u003e \u003cp\u003eDetermining the Method of Data Analysis 54\u003c\/p\u003e \u003cp\u003eUsing Quantitative Data Analysis 54\u003c\/p\u003e \u003cp\u003eUsing Qualitative Data Analysis 55\u003c\/p\u003e \u003cp\u003eDisplaying Data and Findings 57\u003c\/p\u003e \u003cp\u003eInterpreting Results 64\u003c\/p\u003e \u003cp\u003eWriting Up the Results of the Assessment 65\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Closing the Loop 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eModifying Your Learning Goals, Objectives, and Outcomes 67\u003c\/p\u003e \u003cp\u003eAdjusting Your Purpose for Assessing Learning 68\u003c\/p\u003e \u003cp\u003eSelecting a Different LAT 68\u003c\/p\u003e \u003cp\u003eAltering an Aspect of Implementation 68\u003c\/p\u003e \u003cp\u003eChanging the Way You Analyze or Report Findings 69\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Learning Assessment Techniques 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Teaching and Assessing for the Foundational Knowledge Domain 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to Foundational Knowledge 73\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for Foundational Knowledge 74\u003c\/p\u003e \u003cp\u003eAligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals 75\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Foundational Knowledge Learning Outcomes 75\u003c\/p\u003e \u003cp\u003eConclusion 77\u003c\/p\u003e \u003cp\u003eFoundational Knowledge Domain LATs 78\u003c\/p\u003e \u003cp\u003e1 First Day Final 78\u003c\/p\u003e \u003cp\u003e2 Background Knowledge Probe 85\u003c\/p\u003e \u003cp\u003e3 Entry and Exit Tickets 91\u003c\/p\u003e \u003cp\u003e4 Guided Reading Notes 96\u003c\/p\u003e \u003cp\u003e5 Comprehensive Factors List 101\u003c\/p\u003e \u003cp\u003e6 Quick Write 105\u003c\/p\u003e \u003cp\u003e7 Best Summary 111\u003c\/p\u003e \u003cp\u003e8 Snap Shots 116\u003c\/p\u003e \u003cp\u003e9 Team Tests 122\u003c\/p\u003e \u003cp\u003e10 Team Games Tournament 128\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Teaching and Assessing for the Application Learning Domain 134\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to Application Learning 134\u003c\/p\u003e \u003cp\u003eSkills Goals 134\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for Application Learning 136\u003c\/p\u003e \u003cp\u003eAligning Course Level Application Learning Outcomes with Institutional Learning Goals 136\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Application Learning Outcomes 136\u003c\/p\u003e \u003cp\u003eConclusion 139\u003c\/p\u003e \u003cp\u003eApplication Learning Domain LATs 148\u003c\/p\u003e \u003cp\u003e11 Prediction Guide 148\u003c\/p\u003e \u003cp\u003e12 Fact or Opinion 153\u003c\/p\u003e \u003cp\u003e13 Quotation Commentaries 158\u003c\/p\u003e \u003cp\u003e14 Insights-Resources-Application (IRA) 164\u003c\/p\u003e \u003cp\u003e15 Consider This 169\u003c\/p\u003e \u003cp\u003e16 What’s the Problem? 174\u003c\/p\u003e \u003cp\u003e17 Think-Aloud Problem-Solving Protocols (TAAPs) 180\u003c\/p\u003e \u003cp\u003e18 Peer Problem Review 185\u003c\/p\u003e \u003cp\u003e19 Triple Jump 191\u003c\/p\u003e \u003cp\u003e20 Digital Projects 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Teaching and Assessing for the Integration Domain 202\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to the Integration Domain 202\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for Integration Learning 203\u003c\/p\u003e \u003cp\u003eAligning Course Level Integrative Learning Outcomes with Broader Institutional Learning Goals 204\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Learning in the Integration Domain 204\u003c\/p\u003e \u003cp\u003eConclusion 204\u003c\/p\u003e \u003cp\u003eIntegration Domain LATs 208\u003c\/p\u003e \u003cp\u003e21 Knowledge Grid 208\u003c\/p\u003e \u003cp\u003e22 Sequence Chains 214\u003c\/p\u003e \u003cp\u003e23 Concept Maps 218\u003c\/p\u003e \u003cp\u003e24 Contemporary Issues Journal 225\u003c\/p\u003e \u003cp\u003e25 Dyadic Essay 230\u003c\/p\u003e \u003cp\u003e26 Synthesis Paper 237\u003c\/p\u003e \u003cp\u003e27 Case Study 243\u003c\/p\u003e \u003cp\u003e28 Class Book 248\u003c\/p\u003e \u003cp\u003e29 E-Portfolios 255\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Teaching and Assessing for the Human Dimension Domain 261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to the Human Dimension Domain 261\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for Human Dimension Learning 262\u003c\/p\u003e \u003cp\u003eAligning Course Level Human Dimension Learning Outcomes with\u003c\/p\u003e \u003cp\u003eInstitutional Learning Goals 262\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Learning Regarding the Human Dimension Domain 263\u003c\/p\u003e \u003cp\u003eConclusion 264\u003c\/p\u003e \u003cp\u003eHuman Dimension Domain LATs 271\u003c\/p\u003e \u003cp\u003e30 Free Discussion 271\u003c\/p\u003e \u003cp\u003e31 Nominations 277\u003c\/p\u003e \u003cp\u003e32 Editorial Review 282\u003c\/p\u003e \u003cp\u003e33 Dramatic Dialogues 287\u003c\/p\u003e \u003cp\u003e34 Role Play 292\u003c\/p\u003e \u003cp\u003e35 Ethical Dilemma 298\u003c\/p\u003e \u003cp\u003e36 Digital Story 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Teaching and Assessing for the Caring Domain 312\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to the Caring Domain 313\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for the Caring Domain 314\u003c\/p\u003e \u003cp\u003eAligning Learning Outcomes Related to Caring with Institutional Learning Goals 314\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Learning Outcomes in the Caring Domain 315\u003c\/p\u003e \u003cp\u003eConclusion 315\u003c\/p\u003e \u003cp\u003eCaring Domain LATs 319\u003c\/p\u003e \u003cp\u003e37 Stand Where You Stand 319\u003c\/p\u003e \u003cp\u003e38 Three-Minute Message 324\u003c\/p\u003e \u003cp\u003e39 Issue Awareness Ad 330\u003c\/p\u003e \u003cp\u003e40 Proclamations 334\u003c\/p\u003e \u003cp\u003e41 Editorial 340\u003c\/p\u003e \u003cp\u003e42 Debate 346\u003c\/p\u003e \u003cp\u003e43 Briefing Paper 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Teaching and Assessing for the Learning How to Learn Domain 358\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eClarifying Learning Goals Related to the Learning How to Learn Domain 358\u003c\/p\u003e \u003cp\u003eIdentifying Learning Outcomes for the Learning How to Learn Domain 359\u003c\/p\u003e \u003cp\u003eAligning Learning Outcomes Related to Learning How to Learn with Institutional Learning Goals 359\u003c\/p\u003e \u003cp\u003eAssessing Achievement of Learning Outcomes in the Learning How to Learn Domain 359\u003c\/p\u003e \u003cp\u003eConclusion 361\u003c\/p\u003e \u003cp\u003eLearning How to Learn Domain LATs 364\u003c\/p\u003e \u003cp\u003e44 Study Outlines 364\u003c\/p\u003e \u003cp\u003e45 Student Generated Rubrics 370\u003c\/p\u003e \u003cp\u003e46 Invent the Quiz 376\u003c\/p\u003e \u003cp\u003e47 Learning Goal Listing 382\u003c\/p\u003e \u003cp\u003e48 What? So What? Now What? Journal 388\u003c\/p\u003e \u003cp\u003e49 Multiple-Task Mastery Checklist 393\u003c\/p\u003e \u003cp\u003e50 Personal Learning Environment 399\u003c\/p\u003e \u003cp\u003eBibliography 405\u003c\/p\u003e \u003cp\u003eAppendices 417\u003c\/p\u003e \u003cp\u003eAppendix A About the Learning Goals Inventory (LGI) 419\u003c\/p\u003e \u003cp\u003eAppendix B The Learning Goals Inventory with Scoring Sheet 425\u003c\/p\u003e \u003cp\u003eAppendix C Key to Classroom Environment and Discipline in LAT Examples 433\u003c\/p\u003e \u003cp\u003eIndex 439\u003c\/p\u003e   \u003cp\u003e\u003cb\u003eELIZABETH F. BARKLEY\u003c\/b\u003e 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 \u003ci\u003eStudent Engagement Techniques \u003c\/i\u003efrom Jossey-Bass.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eCLAIRE HOWELL MAJOR\u003c\/b\u003e 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 \u003ci\u003eCollaborative Learning Techniques\u003c\/i\u003e, \u003ci\u003eSecond Edition\u003c\/i\u003e from Jossey-Bass.     \u003c\/p\u003e\u003cp\u003e\u003cb\u003e50 TECHNIQUES TO ENGAGE STUDENTS AND ASSESS LEARNING\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eLearning Assessment Techniques \u003c\/i\u003egives faculty 50 easy-to-implement active learning techniques that are designed to gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, this important resource embeds assessment within active learning activities. All the techniques presented include illustrative examples as well as information on their purpose and use, key learning goals, and step-by-step implementation instructions. The authors also offer direction for online adaptation and effective analysis and reporting.  \u003c\/p\u003e\u003cp\u003eWith \u003ci\u003eLearning Assessment Techniques\u003c\/i\u003e as their guide, instructors will know what and how well their students are learning, promote active learning that integrates assessment, and gather information in a systematic and streamlined manner. They will also have the tools to collect solid learning outcomes and data for institutional assessment and provide evidence of their effectiveness that is so vital when seeking promotion and tenure.  \u003c\/p\u003e\u003cp\u003e\"An expertly documented, superbly organized, and convincingly written book centered around 50 techniques that showcase the power of course-based, teacher-driven, integrated assessment.\"\u003cbr\u003e \u003cb\u003e—Maryellen Weimer,\u003c\/b\u003e professor emerita, Penn State, and editor, \u003ci\u003eThe Teaching Professor\u003c\/i\u003e newsletter and blog  \u003c\/p\u003e\u003cp\u003e\"\u003ci\u003eLearning Assessment Techniques\u003c\/i\u003e promises to be a landmark contribution to the resources upon which faculty members can draw. If you are looking for fresh ideas for learning activities for those hard-to-teach learning outcomes, you've come to the right place!\"\u003cbr\u003e \u003cb\u003e—Linda Suskie,\u003c\/b\u003e assessment and accreditation consultant and author of \u003ci\u003eAssessing Student Learning\u003c\/i\u003e and \u003ci\u003eFive Dimensions of Quality\u003c\/i\u003e  \u003c\/p\u003e\u003cp\u003e\"Now that higher education recognizes the need to promote more powerful kinds of learning, we need more powerful ideas on how to assess them. This book provides exactly what we need to move forward on that agenda.\"\u003cbr\u003e \u003cb\u003e—Dee Fink,\u003c\/b\u003e author of \u003ci\u003eCreating Significant Learning Experiences\u003c\/i\u003e\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989520892133,"sku":"NP9781119050896","price":52.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119050896.jpg?v=1761784441","url":"https:\/\/k12savings.com\/products\/learning-assessment-techniques-isbn-9781119050896","provider":"K12savings","version":"1.0","type":"link"}