BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Developing Outcomes-Based Assessment for Learner-Centered Education

A Faculty Introduction

Paperback
June 2007
9781579221959
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  • Publisher
    Stylus Publishing
  • Published
    4th June 2007
  • ISBN 9781579221959
  • Language English
  • Pages 287 pp.
  • Size 6" x 9"
  • Images figures
$28.95
Hardback
June 2007
9781579221942
More details
  • Publisher
    Stylus Publishing
  • Published
    19th June 2007
  • ISBN 9781579221942
  • Language English
  • Pages 287 pp.
  • Size 6" x 9"
  • Images figures
$125.00
Lib E-Book

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a “patron-driven demand” model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

  • Ebook Library, a service of Ebooks Corporation Ltd. of Australia
  • ebrary, based in Palo Alto, a subsidiary of ProQuest
  • EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

December 2011
9781620360231
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  • Publisher
    Stylus Publishing
  • Published
    30th December 2011
  • ISBN 9781620360231
  • Language English
  • Pages 287 pp.
  • Size 6" x 9"
  • Images figures
$125.00
E-Book (ePub)
June 2020
9781642672671
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  • Publisher
    Stylus Publishing
  • Published
    11th June
  • ISBN 9781642672671
  • Language English
  • Pages 287 pp.
  • Size 6" x 9"
  • Images figures
$22.99

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.

The purpose of the book is to empower faculty to develop and maintain ownership of assessment by articulating the learning outcomes and evidence of learning that are appropriate for their courses and programs.

The authors offer readers a guide to the not always tidy process of articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes. The wealth of examples and stories, including accounts of successes and false starts, provide a realistic and honest guide to what's involved in the institutionalization of assessment.

"The personal approach of this book reads like a conversation with the authors, making it feel manageable. The case studies that begin each chapter provide a realistic perspective of the pitfalls and successes of outcomes-based education. There are many useful tools and perspectives provided throughout this book for faculty and administrators. The concept of creating a learning-centered environment is not new, but is clearly articulated throughout thus book. For institutions engaging in this kind of educational approach this is an excellent resource."

Journal of College Student Development

“A robust, lively, and instructive narrative about building a culture of inquiry, this is a must-read for faculty, staff, and campus leaders. Driscoll and Wood describe and chronicle all of the successes and challenges they encounter as they collaborate with their colleagues to establish a meaningful and sustainable commitment to assessing student learning.”

Peggy Maki

"Assessment is not just about instruments and evidence. It’s about people and relationships, as this volume beautifully illustrates. Built around stories about what happens when educators put their heads together to focus on student learning, it provides an up-close and personal account of stumbling blocks, break-throughs, and successful strategies for harnessing assessment to valued educational outcomes."

Pat Hutchings, Vice President, The Carnegie Foundation for the Advancement of Teaching

Why Develop Outcomes for Assessment and Learning? Why Not?; 2) A Culture for Faculty Learning about Outcomes-Based Assessment: Honoring and Addressing the Realities; 3) Outcomes—Articulating Our Learning Expectations; 4) Student Evidence: Designing Assignments and Assessments for Diverse Learners; 5) Criteria and Standards for Assessment: No Longer a Faculty Secret; 6) Faculty Responses to Development of Outcomes-Based Assessment Protocols; 7) Going beyond Making Assessment “Public and Visible”; 8) Alignment: Making Explicit Connections between Teaching Decisions and Learning Outcomes; 9) Reviewing and Analyzing Student Evidence: Constructivist Faculty Development; 10) Faculty Responses to Assessment of Student Evidence; 11) Moving to Outcomes-Based Assessment and Learner-Centered Education through the Scholarship of Teaching, Learning, and Assessment; 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.

Amy Driscoll

Amy Driscoll retired from California State University, Monterey Bay as the founding Director of Teaching, Learning, and Assessment and from Portland State University as Director of Community/University Partnerships. For the last 11 years, she has coordinated and taught in the Assessment Leadership Academy, a year-long program for faculty and administrators, and consulted nationally and internationally. She co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Swarup Wood in 2007.

Swarup Wood

Swarup Wood is Professor of Chemistry and currently serves as Interim Director of General Education and Coordinator of First Year Seminar at California State University Monterey Bay where he has worked since 1997. He co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Amy Driscoll in 2007.