Developing Outcomes-Based Assessment for Learner-Centered Education : A Faculty Introduction.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- 1: Why Develop Outcomes for Assessment and Learning? Why Not? -- Story: Difficult Beginnings -- Our Approach to This Book and Outcomes-Based Assessment -- A First Question: Why Now? -- The Big Picture of Outcomes-Based Education -- Defining Learning Outcomes -- Outcomes-Based Assessment-Why? -- Shifting to a Learning Paradigm -- Support and Objections -- Outcomes-Based Assessment-Why Not? -- Concerns and Objections -- Important Faculty Dialogue: Starting Points -- Significant Connections: Learning Theory and Research -- The Nature of Learning: Supporting Outcomes-Based Assessment -- Outcomes Support ''Deep Learning'' for Students -- External Pressures for Outcomes-Based Assessment -- Positive Perspectives -- Building a Learning Community -- Developing Academic Currency: Another Role for Outcomes-Based Assessment -- A Conversation With Swarup -- A Promise to Our Readers (Learners) -- 2: A Culture for Faculty Learning About Outcomes-Based Assessment Honoring and Addressing the Realities -- Story: Evidence of Trust -- A Culture for Faculty Learning and Empowerment -- A Look at Faculty Learning Communities -- A Climate of Inquiry -- Starting With Your Questions -- Building Communities of Inquiry -- Communication and Collaboration: Honoring and Addressing the Realities -- Continuous Communication in Multiple Forms -- Communicating Our Purposes -- Qualities and Principles of Assessing Learning -- Institutional Examples of Qualities and Principles of Assessing Learning -- Gathering Perspectives: Building Community -- Collaboration: Involving Our Colleagues -- From Privacy to Collaboration -- Facilitating Collaboration (and Communication) Effectively -- Commitment Through Ownership and Empowerment -- Constructivist Faculty Development.

Practical Guides for Achieving Ownership -- A Conversation With Swarup -- 3: Outcomes Articulating Our Learning Expectations -- Story: What Am I Supposed to Be Doing in This Class? -- Outcomes-What and Why? -- Defining Learning Outcomes-Again! -- Dimensions of Learning Outcomes -- Sources of Learning Outcomes -- Goals: Translating to Learning Outcomes -- Professional and Disciplinary Associations -- Community Sources -- Faculty and Students -- Ensuring High-Quality Learning Outcomes -- Multiple Sources and Perspectives -- Clarity as a Beginning Foundation -- A Final Consideration: Is It the Right Outcome? -- Developing Outcomes: A Faculty Dialogue and Learning Process -- Taxonomies: Support for Development -- Prioritizing Curriculum Content -- Final Reminders for Articulating Learning Outcomes -- Using Outcomes to Plan Teaching and Learning, Curriculum, and Assessment -- Outcomes as the Focus -- Using Learning Outcomes as a Centerpiece -- Checking Your Readiness for the Learning Outcomes -- A Conversation With Swarup -- 4: Student Evidence Designing Assignments and Assessments for Diverse Learners -- Stories: Student Interpretations of Our Assignments and Assessments -- Designing Student Evidence: Support for Student Learning -- Qualities of Student-Centered Assignments or Assessments -- Moving Toward Authentic Assessment -- Designing for Diversity -- Gardner's Multiple Intelligences -- Kolb's Learning Styles -- More Differences to Consider in Assessment Designs -- Fair Assessment Practices: Equitable Opportunities for Students -- Formative and Summative Assessment -- Portfolios: Engaging Learners in Assessment -- A Conversation With Swarup -- 5: Criteria and Standards for Assessment No Longer a Faculty Secret -- Story: Students' Surprise -- Criteria and Standards: What? Why? and How? -- What are Criteria? -- Why not Leave Criteria ''Secret''?.

How do We Design Criteria? -- Standards: Continuing the Learning Process -- Standards Support Faculty Too -- Rubrics: Another Way of Supporting Students -- Criteria and Standards: Another Responsibility and Challenge -- A Conversation with Swarup -- 6: Faculty Responses to Development of Outcomes-Based Assessment Protocols -- Story: Learning From My Colleagues -- Interviews: Inquiry, Motivation, Approach -- Study Context: Faculty Learning Communities -- Developing Criteria and Standards Through Inquiry -- Methods -- Implications for Individual Faculty Members, Faculty Development, and Institutions -- Value of the Assessment Work -- Deepening Our Own Learning -- Refining the Outcomes -- The Importance of an Inquiry-Based Process -- Shared Understanding of Learning Outcomes -- Concerns about the OBE Agenda -- Influence of Faculty Status on Participation -- Consideration of Learning Outcomes From a Student's Perspective -- Summary -- A Conversation With Amy -- 7: Going Beyond Making Assessment "Public and Visible -- Story: Syllabi as Communication -- Making Assessment Public and Visible: Why Go Beyond? -- Beyond Public and Visible to ''Understood and Useful'': From Syllabi to Pedagogy -- Beyond Public and Visible to ''Connected and Meaningful'': Program Coherence and Value -- Making Meaning of Our Program Outcomes -- Webbing Our Program Outcomes for Connectedness -- Program Review Processes: Toward Meaningful and Connected -- Ensuring Public and Visible: From First-Year Experiences to Graduation -- A Conversation With Swarup -- 8: Alignment Making Explicit Connections Between Teaching Decisions and Learning Outcomes -- Story: Comparing Perceptions -- Alignment of Teaching and Curriculum With Learning Outcomes -- Reasons for Studying Alignment -- Initial Experiences: Easing Faculty Into Assessment -- Directions for Using Course Alignment Grids.

What to Look for in an Alignment Grid: Analyzing the Data -- Gaps in the Alignment -- Patterns in the Alignment -- Integration of Curriculum and Pedagogy -- Benefits of Course Alignment Processes -- Continued Use of Course Alignment Projects -- Possible Extensions of Alignment for Expanded Improvement -- Program Alignment: A Larger Coherency -- Going Beyond Alignment: A Simple Check on Learner-Centered Courses and Curriculum -- Reflections from Faculty: Impact of and Insights on Alignment -- 9: Reviewing and Analyzing Student Evidence Constructivist Faculty Development -- Story: Faculty Know Best -- Rationale for the Collaborative Analysis of Student Work -- Evidence of Student Learning -- A Common Understanding of Outcomes, Criteria, and Standards -- Connecting Teaching and Assessment Activities to the Learning Outcomes -- Benefiting From Collaboration -- Qualities of the Process of Collaborative Review of Student Work -- Making It Inquiry Based -- Engaging Faculty with Valuable Experiences -- Drawing on Faculty Expertise -- Understanding the Value of Collaboration -- Process: Practical Issues to Consider -- Determining the Purpose -- Providing Institutional Support -- Selecting Examples of Student Work -- Providing Good Facilitation -- Building Rapport and Trust -- Developing a Method -- Results of Collaborative Assessment of Student Work: Learner-Centered Decisions -- A Conversation With Amy -- 10: Faculty Responses to Assessment of Student Evidence -- Story: Scientists Discover Grading Rubric Out of Alignment -- Interviews: Inquiry, Motivation, Approach -- Rationale for My Second Interview Study -- Methods for the Interview Study -- The Process of Analyzing Student Work -- Response Themes -- Building Consensus on What Learning Outcomes Mean to Faculty -- Fear and Vulnerability -- Bias.

Aligning Teaching and Assessment With Learning Outcomes, Criteria, and Standards -- Changes in Teaching, Assessment, and Reflection on Pedagogy -- Peer Review and Collaboration -- The Value of OBE -- Benefits and Value -- Implications of the Collaborative Review Process for Individual Faculty Members, Faculty Development, and Institutions -- A Conversation With Amy -- 11: Moving to Outcomes-Based Assessment and Learner-Centered Education Through the Scholarship of Teaching, Learning, and Assessment -- Preparation Phase: Beginning to Think About Outcomes-Based Assessment (Chapter 1) -- Examining Your Work Culture (Chapter 2) -- Shifting to Outcomes (Chapter 3) -- Getting Beyond Final Exams (Chapter 4) -- Pulling Those Expectations Out and Public for Students (Chapter 5) -- Designing a Syllabus That Informs, Supports, and Is Aligned with Learning Outcomes (Chapters 7 and 8) -- Learning About Teaching From Students' Work (Chapter 9) -- Summary -- Faculty Teaching Vignette One Connection, Reflection, and Assessment: Assessing Learning Outcomes in a Multicultural Conflict Resolution Course -- Faculty Teaching Vignette Two Graphic Organizers Guide Students to Achieve Multiple Learning Outcomes: Constructing Meaning in a Community-Based Watershed Restoration Course -- Faculty Teaching Vignette Three First-Year Seminar: Orienting Students to Outcomes-Based Education -- Commencement Speech -- Assessment Web Site Resource List -- Glossary -- Annotated Bibliography -- Index.

The authors--a once-skeptical chemistry professor and a director of assessment sensitive to the concerns of her teacher colleagues--use a personal voice to describe the basics of outcomes-based assessment.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.