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Author: Deborah A. Freund
Publisher:
ISBN:
Category : Outcome assessment (Medical care)
Languages : en
Pages : 80
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Book Description
Author: Deborah A. Freund
Publisher:
ISBN:
Category : Outcome assessment (Medical care)
Languages : en
Pages : 80
Get Book Here
Book Description
Author: Diane Kelly-Riley
Publisher: Modern Language Association
ISBN: 1603295143
Category : Language Arts & Disciplines
Languages : en
Pages : 225
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Book Description
Students thrive when they are exposed to a variety of disciplinary genres, and their lives--and our institutions--are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society. The essays--by contributors from diverse fields, from writing studies to nursing, engineering, and architecture--demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.
Author: Richard Arum
Publisher: John Wiley & Sons
ISBN: 1119268508
Category : Education
Languages : en
Pages : 352
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Book Description
An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines that account for nearly 40 percent of undergraduate majors in the United States. Contributions from thought leaders in higher education, including Ira Katznelson, George Kuh, and Carol Geary Schneider, offer expert perspectives and persuasive arguments for the need for greater clarity, intentionality, and quality in U.S. higher education. College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide: Clarify program structure and aims Articulate high-quality learning goals Rigorously measure student progress Prioritize higher order competencies and disciplinarily grounded conceptual understandings A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students.
Author: Michael Henderson
Publisher: Springer Nature
ISBN: 3030251128
Category : Education
Languages : en
Pages : 308
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Book Description
This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.
Author: Michael W Connell
Publisher: Cast, Incorporated
ISBN: 9781930583047
Category : Education
Languages : en
Pages : 98
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Book Description
"Formative assessment--the process of interpretating data on student performance to adapt instruction to individual needs--is perhaps the single most powerful tool available to teachers to help every student succeed to their full potential." With that bold statement, Michael W. Connell sets out to unpack formative assessment--what it is, how it works, and why it is so essential for learner growth. He shows how to incorporate it into different teaching methods and settings, such as flipped classrooms, programmed instruction, and more. The goal: to provide the benefits of individualized instruction even in group settings.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118903390
Category : Education
Languages : en
Pages : 309
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Book Description
American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.
Author: G. E. Alan Dever
Publisher: Jones & Bartlett Learning
ISBN: 9780834206373
Category : Business & Economics
Languages : en
Pages : 422
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Book Description
With this text, students learn how to explicitly apply the quantitative, analytical methods of quality measurement and improvement to the public health setting. Truly "hands on" this practical textbook provides the public health student with the basic analytical skills essential for implementing a CQI program.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030906998X
Category : Education
Languages : en
Pages : 129
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Book Description
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Author: John B. Biggs
Publisher: Academic Press
ISBN: 1483273318
Category : Education
Languages : en
Pages : 262
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Book Description
Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.
Author: Jerome. A Osheroff
Publisher: CRC Press
ISBN: 1498757464
Category : Business & Economics
Languages : en
Pages : 348
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Book Description
Winner of the 2012 HIMSS Book of the Year Award! Co-published by HIMSS, the Scottsdale Institute, AMIA, AMDIS and SHM, this second edition of the authoritative guide to CDS implementation has been substantially enhanced with expanded and updated guidance on using CDS interventions to improve care delivery and outcomes. This edition has been reorganized into parts that help readers set up (or refine) a successful CDS program in a hospital, health system or physician practice; and configure and launch specific CDS interventions. Two detailed case studies illustrate how a "real-life" CDS program and specific CDS interventions might evolve in a hypothetical community hospital and small physician practice. This updated edition includes enhanced worksheets--with sample data--that help readers to document and use information needed for their CDS program and interventions. Sections in each chapter present considerations for health IT software suppliers to effectively support their CDS implementer clients.
