Assessment Books For Secondary 1
Jenifer Griffard
From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.
This essay seeks to answer four questions about data we use every day in comparing higher education in the United States with that in other countries, particularly the 30 advanced post-industrial democracies, including the United States, that are members of the Organization for Economic Cooperation and Development (OECD).
Written for college and university administrators, assessment officers, faculty, and staff who support general education and first-year experience programs, this book is a hands-on guide for developing, aligning, and assessing general education programs in meaningful, manageable, and sustainable ways. The author presents a variety of approaches and dozens of examples to help readers understand what other campuses are doing and develop a repertoire of their own methods so they can make informed decisions about their programs.
Benchmarking is a systematic process for evaluating work processes and recognizing the most efficient practices. This report explores the literature on benchmarking in higher education and discusses its components as a tool for quality improvement.
Based on the practice of Alverno College faculty and staff since 1973, this book explicates their theory of assessment for student learning. The book includes specific examples of assessment instruments. While published in the mid-nineties, this book has retained its relevance over time as a key resource for those desiring an understanding of the Alverno College curriculum
Engaging undergraduate students in research and creative activities has been advocated as an innovative strategy to promote student learning in higher education. This monograph systematically synthesizes the literature to provide both conceptual and empirical evidence to demonstrate the effects of such engagement on student learning and development from higher education.
This revised and greatly expanded edition of the1988 handbook offers teachers at all levels how-to advise on classroom assessment, including: what classroom assessment entails and how it works; how to plan, implement, and analyze assessment project; twelve case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects; fifty classroom assessment techniques; step-by-step procedures for administering the techniques; practical advice on how to analyze your data
In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they're born.
Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive "no."
Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents - all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all.
Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, forty-five percent of these students demonstrate no significant improvement in a range of skills - including critical thinking, complex reasoning, and writing - during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise - instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
Improving Quality in American Higher Education addresses common concerns head-on, and offers compelling reasons why faculty should find productive ways to engage with assessment, not only in their own classrooms, but also in their departments and beyond.
As campuses implement more complex assignments, community placements, internships, student research programs, and other engaged learning practices, the opportunity for students to demonstrate complex capacities will be increased. This issue addresses a variety of approaches to achieving and assessing the advanced learning outcomes derived from these practices. It includes a special focus on developing and accessing capstone courses.
This issue of Diversity & Democracy highlights current research on the connections between civic engagement and student success, defined broadly across a range of outcomes. It shares civically engaged programs and related educational strategies that yield student success by a variety of measures.
This issue presents several perspectives on the ongoing national efforts to increase college completion rates, focusing in particular on the potential negative unintended consequences for educational quality. Other topics include successful models of change for STEM reform, program-level assessment, the development of liberal education outcomes at America's service academies, outcomes of global learning, school-college collaboration, and the uses of mobile technology.
This issue presents the findings from a new national survey of employer priorities for college learning and student success, along with the text of a new compact through which employers and leaders of higher education institutions have pledged to make common cause in behalf of the quality of college learning; additional context for both is supplied by a pair of articles on what graduates need to succeed, in life and work, over the long term. Also included are articles on how American education must change in order to meet twenty-first-century imperatives, on how students define success in college, on ways to achieve greater transparency in teaching and ways to encourage greater self-examination and reflection among students, and on a contemporary decline of empathy.
Honoring the late Edgar Beckham and his profound influence on higher education, More Reasons for Hope examines the trends in diversity education since an earlier AAC&U monograph published a decade ago called Reasons for Hope. The monograph features a major address by Edgar Beckham that identifies intellectual, structural, and political challenges that need to be addressed in the next generation of diversity work. It charts progress and setbacks and includes more than thirty current exemplary campus diversity programs, policies, and practices from across the country.
This issue highlights lessons learned from Developing Community College Student Roadmap, the LEAP project designed to assist community colleges in creating robust and proactive programs of academic support. These programs-tied to expected learning outcomes-engage students at entrance and teach them how to become active partners in their own quest for educational success
Senior capstones and other culminating experiences require students nearing the end of their college years to create a project of some sort that integrates and applies what they've learned. This issue will show examples of learning outcomes and best practices for capstone courses and programs.
E-portfolios are now being used in more than half of US colleges and universities. This issue provides examples of how engaging with e-portfolios enhances student learning and can be used for assessment and students' professional preparation and job searches.
An informative discussion between Marcia Mentkowski, Alexander Astin, Peter T. Ewell, E.Thomas Moran, and K. Patricia Cross on how practice connects with changes in the way we think about epistemology, student learning, measurement, and evaluation.
Here, pioneer Trudy Banta illuminates the many facets of assessment in colleges and universities during the past two decades. Addressing the principles of good assessment practice, she gives an insiders perspective and shares the larger questions and answers encountered in assessment. Ianthe final section, she looks at assessment outside the United States. This valuable publication will give you a broader, deeper appreciation of the successes, snares, and future of outcomes assessment.
Synopsis: Standardized tests have been cyclically resurrected as assessment tools and repeatedly found wanting. This new issue looks at the broad range of skills; effective writing, information literacy, critical/analytical thinking, moral awareness, general communication ability, and more; desired in college graduates and explores the difficulties in designing successful measures of general education learning outcomes that satisfy all stakeholders.
Drawing on both faculty-created and standard measures, such as the Community College Student Experiences Questionnaire and the Community College Survey of Student Engagement, the authors explore the effectiveness of various approaches and how they can be used to make the kind of curricular changes that can lead to improved student- learning outcomes.
This booklet brings together the best guidance and practices that have appeared in the award-winning newsletter Assessment Update to illustrate time-tested principles for all aspects of assessment from planning and implementing to sustaining and improving assessment efforts over time. The booklet details the specific hallmarks that are required for the success of any assessment program-from leadership and staff development to the assessment of processes as well as outcomes, ongoing communication among constituents, and more. It presents a range of articles that reveal what these hallmarks look like in action and that provide examples of institution-wide approaches as well as specific strategies that have been used to ensure success and ongoing improvement. For the reader who is new to assessment this is an excellent and easy-to-use tool for getting a good understanding of what quality assessment looks like. For those with more experience, this booklet provides a wealth of specific strategies for improving existing programs or introducing new ones. Also, included is a matrix of hallmarks and articles, to help readers better match the articles to the hallmarks they illustrate.