BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Assessment to Promote Deep Learning

Insight from AAHE’s 2000 and 1999 Assessment Conferences

Edited by Linda Suskie
Paperback
January 2001
9781563770487
More details
  • Publisher
    Stylus Publishing
  • Published
    1st January 2001
  • ISBN 9781563770487
  • Language English
  • Pages 78 pp.
  • Size 8.5" x 11"
$25.00

This edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others.

Questions explored include: (1) How does a successful for-profit institution define and assess its learning outcomes and use that information to develop programs? (2) How can we create curricula and assessments that promote "deep" learning that endures, rather than superficial surface learning? (3) What is an effective performance indicator, and what keys determine the best utilization in varied situations? (4) What have we learned from assessments of the learning community movement? (5) How can we use both assessment and accreditation to promote cultural change?

Foreword—Linda Suskie; A Conversation with Jorge Klor de Alva, interviewed by Gail Mellow; Promoting Deep Learning Through Teaching and Assessment—Noel Entwistle; Developing a Learning/Teaching Style Assessment Model for Diverse Populations—James Anderson; A Few Good Measures: The Impossible Dream?—Victor M.H. Borden; Assessment of Innovative Efforts: Lessons From the Learning Community Movement—Jean MacGregor, Vincent Tinto, and Jerri Holland Lindblad; Accreditation--Where Credit Is Due—Barbara Wright; Assessment at the Millennium: Now What? A conversation with Thomas A. Angelo, Peter T. Ewell, and Cecilia López, moderated by Theodore J. Marchese; Assessing for Quality in Learning—John Biggs; Testing Disadvantaged Students: The Elusive Search for What is Fair—Sharon Robinson.

Linda Suskie

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assessment; deep learning; learning outcomes; performance indicators; learning/teaching style assessment model; accreditation