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Product details
File Size: 2823 KB
Print Length: 470 pages
Publisher: Jossey-Bass; 1 edition (December 21, 2015)
Publication Date: December 21, 2015
Sold by: Amazon Digital Services LLC
Language: English
ASIN: B019PHK2P6
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#530,545 Paid in Kindle Store (See Top 100 Paid in Kindle Store)
This book is a treasure trove of assessment methods for faculty of all ilks, so easy to learn and teach, too!
I've been teaching English (composition and literature) for twenty-two years at the college level, and am always on the lookout for books that will enrich my teaching. This book contains much helpful information about how to assess student learning, and I know that I will get a lot of use out of it with my classes.This book extends the work that Pat Cross and Tom Angelo did with their Classroom Assessment Techniques (CAT's) to focus instead on Learning Assessment Technique (LAT's). As the authors explain in their introduction to this book, LAT's build not only on CAT's, but also on student engagement techniques and collaborative learning techniques in order to synthesize the strategies in a way that allows college faculty to pull together all of these previous modes of assessment. The goal is help instructors assess student learning by gathering data that can be used, as they say, "for diagnostic, formative, or summative purposes (and often for all three)" (xiv).To do so, the book includes fifty frameworks that can be modified and adapted across disciplines. Before doing so, it also includes two main sections that explain how to use the LAT's effectively and how to best determine which ones will work for your purposes. One of the major strengths of this book is that it also includes specific examples of how to use each LAT.The book is a true handbook in the sense that the organization makes it easy to access and use the information you need, and, as I mentioned at the start of my review, I know I will be using these strategies on a regular basis, much as I still use CAT's. I definitely recommend this book.
Most college and university instructors begin their professional careers with little or no formal training in the art of teaching. In higher education, and especially at the university level, effective teaching is assumed to flow directly from subject matter expertise and classroom experience. That may work out well for the super-talented few, but the rest of us need resources and guidance.This is where Barkley and Major's "Learning Assessment Techniques" comes in. Their text provides a general framework for developing learning objectives and using a variety of methods to promote achievement of those objectives and determine whether they are being met.The text is clear and well-organized. The central organizing framework is Fink's Taxonomy of Significant Learning. Fink's Taxonomy, which is broader than Bloom's better-known taxonomy, encompasses six knowledge/skill domains: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn. The first half of the book (Chs. 1-6) focuses on aspects of the "Learning Assessment Techniques Cycle," including selection of learning objectives, choosing assessment techniques, and using the results of assessment to refine objectives and improve techniques. The each chapter in the second half (Chs. 7-12) focuses on teaching and assessment one of the domains in Fink's taxonomy. Examples and useful resources are included in appendices.Bottom line: Would likely be a useful addition to the teaching library of any college instructor who wishes to improve the quality and effectiveness of his/her teaching.
Research on effective teaching at the college and university level emphasizes the following components says this book:"1. Identify and communicating clear learning goals and outcomes 2. Helping students achieve these goals through activities that promote active, engaged learning 3. Analyzing, reporting, and reflecting upon results in ways that lead to continued improvement"This book outlines 50 Learning Assessment Techniques which allows faculty to assess the effectiveness of their teaching. These techniques are identified for traditional, online, collaborative, and flipped classes and classroom. A professor can get ideas on assessment techniques which may work best for the kind of classroom he or she teaches.For example, one technique I liked for an economics classroom - which my son teaches at a liberal arts college - was a creative Nomination assignment. Students research the Nobel Economics prize criteria, do research on outstanding Economists, and write a profile on the Economist describing why that Economist would qualify for the prize. Could work for other disciplines, too, such as medicine. This assignment was under the "human dimension" category.This book describes 50 techniques such as this.Chapter 4 explains how to implement Learning Assessment Techniques, creating assessment rubrics, student and peer evaluation forms and introducing the activity, facilitating, concluding it and other helpful processes. This is really a how-to manual guiding faculty step-by-step in a very organized fashion on how to use these techniques successfully.Chapter 5 covers analyzing and reporting on what students have learned.Part Two of this book highlights teaching and assessing for different domains. These domains include: foundational knowledge, application learning, integration, human dimension, caring and learning how to learn domains. Each domain gets its own chapter and covers clarifying learning goals, identifying learning outcomes, aligning learning outcomes and assessing achievement. Then about seven learning assessment techniques are provided for each domain.For the learning how to learn domain, some sample LAT's include: study outlines, student generated rubrics, invent the quiz, learning goal listing,What? So what? Now What? Journal, Multiple Task Mastery Checklist and Personal Learning Environment. Each chapter is about 40 pages long so is packed with information in this section.This is an invaluable resource for professors who want to improve engagement, assessment, learning outcomes and reporting for evaluations and even tenure. Assessments are one of the primary ways students learn, so having quality and accurate assessments is imperative. This book has abundant ideas on how to create these for all kinds of teaching styles, objectives and classrooms.Any professor would find the information useful. It is clearly organized and comprehensive in its explanations in how to implement these LearningAssessment Techniques. I am going to give this to my son for his college teaching. Reading this book is like taking a class on assessment techniques at the college and university level. Although these assessments could work at the high school level, too.
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