Literaturnachweis - Detailanzeige
| Autor/in | Chun, Marc |
|---|---|
| Titel | Taking Teaching to (Performance) Task: Linking Pedagogical and Assessment Practices |
| Quelle | In: Change: The Magazine of Higher Learning, 42 (2010) 2, S.22-29 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-1383 |
| Schlagwörter | Higher Education; Alignment (Education); College Faculty; Student Evaluation; Educational Objectives; Educational Practices; Thinking Skills; Performance Based Assessment |
| Abstract | Because most teaching is done in the classroom, most assessment of learning is done by faculty for their own courses. But since a college or university's collective learning goals, such as the development of higher-order thinking skills, are not the sole province of any single course or faculty member, the assessment of them needs to track the effects on the student of the entire institution's efforts. It is an empty exercise to assess student learning without providing a means to adjust teaching in response to deficiencies revealed through the information gleaned from that assessment. The author emphasizes that it is useful to align assessment with student learning objectives so that what faculty are teaching maps directly onto what is being assessed. The author suggests that a way to achieve even closer alignment is to seek convergence between pedagogical practice and assessment tools. In this article, the author presents an analog for higher-order thinking skills for which teachers may not see an obvious professional role. This strategy is illustrated by institutions that use the Collegiate Learning Assessment (CLA) to assess cumulative student learning at the institution and also use CLA in the Classroom to both assess those skills and to promote student learning. (Contains 1 figure and 5 examples.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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