Student-Focused Learning and Assessment
Involving Students in the Learning Process in Higher Education
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Table of Contents
- List of Illustrations
- List of Tables
- List of Abbreviations
- PART I: Setting the Stage
- Introduction
- 1. Student Perceptions of and Involvement with Assessment in Higher Education
- 2. Student-Faculty Partnership: A New Paradigm for Assessing and Improving Student Learning
- PART II: Assessment in Practice
- 3. Giving Students a Voice in Assessment through Focus Groups
- 4. Student Assessment Scholars: Cultivating and Empowering Student Voice in Assessment
- 5. Enabling Student-led Design of the Learning Experience
- PART III: Reflecting on Practice
- 6. Designing a Co-Created Course: A Case Study of an Undergraduate Mathematics Teacher-Education Class
- 7. Reviving a Lost Opportunity
- 8. Elevating Creative Thinking
- PART IV: Future Directions
- 9. Focus on Students and Equity in Assessment to Improve Learning
- 10. Future Directions of Student-Focused Learning and Assessment
- About the Contributors
- Index
Illustrations
Figure 2.1. Example Program Theory
Figure 2.2. Example Program-level Student Learning Outcomes Assessment Cycle.
Figure 4.1. Current Assessment Paradigm
Figure 4.2. Framework for Partnership in Learning and Teaching
Figure 4.3. Student Assessment Scholars Framework
Figure 5.1. Ladder of Student Participation in Curriculum Design
Figure 5.2. Healey, Flint, and Harrington (2014) Model of Partnership Learning Communities
Figure 7.1. Summer Learning Design Studio 2013 Curriculum Statement
Figure 9.1. Traditional Assessment Cycle
Figure 9.2. A Revised Cycle for Student-Focused Assessment
Tables
Table 2.1. U.S./U.K. Vocabulary Guide—Definitions and Translations
Table 2.2. Example Topics for Student Partnership Course
Table 6.1. Revisions to Assignment Tasks
Table 6.2. Assignment Modifications
Table 9.1. Questions to Consider at Each Stage of the Student-Focused Assessment Cycle
Abbreviations
AAC&U |
Association for American Colleges and Universities |
BYU |
Brigham Young University |
CAT |
Consensual Assessment Techniques |
CIRP |
Cooperative Institutional Research Program |
CRT |
Critical Race Theory |
CSS |
College Senior Survey |
DLE |
Diverse Learning Environment |
EHEA |
European Higher Education Area |
EUSA |
Edinburgh University Students’ Association |
GEES |
Geography, Earth, and Environmental Sciences |
GPA |
Grade Point Average |
HEA |
Higher Education Academy |
HEIs |
Higher Education Institutions |
HERI |
Higher Education Research Institute |
HIPs |
High-Impact Practices |
IAD |
Institute for Academic Development |
LGBTQIA |
Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual |
MAP |
Measures of Academic Proficiency |
MFA |
Master of Fine Arts |
NAAC |
National Assessment and Accreditation Council |
NCLB |
No Child Left Behind Act of 2001 |
NILOA |
National Institute for Learning Outcomes Assessment |
NSSE |
National Survey of Student Engagement |
PASS |
Programme Level Assessment |
QAA |
Quality Assurance Agency |
SAIRO |
Student Affairs Information & Research Office |
SaLT |
Students as Learners and Teachers |
SAP |
Student Academic Partners Program |
SAT |
Scholastic Aptitude Test |
SATAL |
Students Assessing Teaching and Learning Program |
SCAD |
Savannah College of Art and Design |
SCOT |
Students Consulting on Teaching |
SDS |
Summer Design Studio |
SOI |
Structure of the Intellect Model |
SoLT |
Scholarship of Teaching and Learning |
StAMP |
Student Academic Mentoring Program |
STEM |
Science, Technology, Engineering, and Mathematics |
SU |
Student Union |
TTCT |
Torrance Tests of Creative Thinking |
ULTRIS |
Undergraduate Learning and Teaching Research Initiative Scheme |
URPI |
Undergraduate Research Partnership Initiative |
UNC-C |
University of North Carolina-Charlotte |
UK |
United Kingdom |
U.S. |
United States |
VALUE |
Valid Assessment of Learning in Undergraduate Education |
WPS |
Wabash-Provost Scholars Program |
WSU |
Washington State University |
Details
- Pages
- XII, 232
- Year
- 2020
- ISBN (PDF)
- 9781433180507
- ISBN (ePUB)
- 9781433180514
- ISBN (MOBI)
- 9781433180521
- ISBN (Hardcover)
- 9781433180064
- DOI
- 10.3726/b16909
- Language
- English
- Publication date
- 2021 (January)
- Published
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XII, 232 pp., 11 b/w ill., 5 tables.