By Amy Driscoll
The authors--a once-skeptical chemistry professor and a director of evaluation delicate to the worries of her instructor colleagues--use a private voice to explain the fundamentals of outcomes-based overview. the aim of the e-book is to empower school to improve and continue possession of review by way of articulating the training results and facts of studying which are applicable for his or her classes and courses. The authors provide readers a consultant to the no longer continually tidy technique of articulating expectancies, defining standards and criteria, and aligning direction content material constantly with wanted results. The wealth of examples and tales, together with money owed of successes and fake starts off, offer a pragmatic and sincere consultant to what is excited by the institutionalization of evaluate.
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That statement is really a philosophy of assessment as well as a mission statement. What helped the faculty at CSUMB was the ‘‘fit’’ with the way they think about teaching and learning. The language of the statement eased ................. 16446$ $CH2 05-03-07 13:45:37 PS PAGE 35 36 DEVELOPING OUTCOMES-BASED ASSESSMENT FOR LEARNER-CENTERED EDUCATION their fears of rigid exams when it limited assessment to only those forms that contribute to student learning. Pause a moment here and think about the assessments that you have experienced throughout your learning processes.
It is also the most ineffable in terms of describing faculty development. You know when you have achieved ownership and empowerment because everyone is working together, motivated, and committed to long-term efforts. I will approach ownership and empowerment from two perspectives—one theoretical and one practical—both of which are required to achieve these qualities. Constructivist Faculty Development Yes, this is the theoretical part. The advice regarding this approach came from months of reflection about faculty development for outcomes-based assessment at CSUMB.
16446$ $CH2 05-03-07 13:45:32 PS PAGE 25 26 DEVELOPING OUTCOMES-BASED ASSESSMENT FOR LEARNER-CENTERED EDUCATION FLCs have been defined in different ways: • ‘‘We define a faculty learning community as a cross-disciplinary faculty and staff group of six to fifteen members who engage in an active, collaborative yearlong program with a curriculum about enhancing teaching and learning, and with frequent seminars and activities that provide learning, development, the scholarship of teaching, and community building’’ (Cox, 2004, p.