Literaturnachweis - Detailanzeige
| Autor/inn/en | Manis, Amie A.; McKenna, Lisa W.; Sculthorp, Stacy |
|---|---|
| Titel | Systematic Assessment of Learning in Higher Education: A Comprehensive Approach within Curriculum Design |
| Quelle | In: Educational Research Quarterly, 46 (2022) 1, S.33-45 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0196-5042 |
| Schlagwörter | Higher Education; Curriculum Development; Evaluation Methods; Student Evaluation; College Faculty; Formative Evaluation; Summative Evaluation; Teacher Student Relationship; College Students; Educational Improvement |
| Abstract | Quality curriculum design and assessment processes are essential for promoting student competency development and demonstrating institutional effectiveness. As faculty have a key role in these efforts, it is important that they are equipped with adequate tools and support. A backward design model with embedded assessments aligned to industry standards is an approach that provides a clear process for faculty to design courses that engage students through formative and summative assessments with personalized feedback. Further, real-time analyses are possible via technology-enabled learning platforms which yields data to support the faculty-student dyad in the learning process. It also positions assessment specialists, administrators, and faculty to drive and systematically assess the impact of data-informed quality improvements to curricula. Administrative and institutional support is essential to establishing and sustaining a mature culture of assessment in which the relationships among teaching, learning, and assessment are recognized. (As Provided). |
| Anmerkungen | Behavioral Research Press. Grambling State University, Math Department, P.O. Box 1191, Grambling, LA 71245. Tel: 318-274-2425; Web site: http://erquarterly.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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