Literaturnachweis - Detailanzeige
| Autor/inn/en | Winsor, Jerry L.; und weitere |
|---|---|
| Titel | Assessment as a Unifier of Teaching and Research. |
| Quelle | (1995), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Capstone Experiences; Constructivism (Learning); Educational Assessment; Educational Change; Evaluation Methods; Higher Education; Learning Processes; Portfolio Assessment; Scoring Rubrics; Student Evaluation; Total Quality Management |
| Abstract | The convergence of the teaching as assessment movement and Total Quality Management (TQM) has implications for higher education, and communication department should adapt their pedagogy to the best of the thrusts in higher education. The Department of Communication at Central Missouri State University contains 2 of the original 10 programs that started the TQM-driven "Continuous Process Improvement" on that campus. Current models of learning, stemming from cognitive psychology, emphasize the constructivist view that the student must be an active participant in the learning process. The assessment as learning and TQM convergence may suggest to faculty that a university degree should be granted only when agreed-upon abilities can be demonstrated. The movement from an emphasis on competition to a stated curriculum of cooperative, problem-solving activities coupled with collaborative learning approaches will be a challenge for faculty. Assessment should not be an end in itself and should be based upon the notion that learning is complex, multidimensional, and integrated. Steps in the process for creating ability assessment activities include deciding on outcomes, examining learning materials, deciding on students' final products, identifying specific skills for successful completion of the task, providing activities that honor different learning styles, and developing a scoring rubric which clearly identifies performance standards. The Communication Department has applied these principles by conducting national studies of what employers expect of graduates, establishing a professional advisory board, adopting capstone experiences for students, adopting a portfolio approach to assessment, and developing a mission statement. (Contains 10 references.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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