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ISBN:1563770482
Author: Linda Suskie
ISBN13: 978-1563770487
Title: Assessment to Promote Deep Learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences
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ePUB size: 1485 kb
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Language: English
Category: Schools and Teaching
Publisher: Stylus Publishing (January 1, 2001)
Pages: 78

Assessment to Promote Deep Learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences by Linda Suskie



AAHE (1) assessment of learning (1) teaching style assessment (1). refresh. Member recommendations. No current Talk conversations about this book.

Assessment to Promote Deep Learning: Insight from AAHEs 2000 and 1999 Assessment Conferences. Catching Theory up with Practice: Conceptual Frameworks for Assessment (AAHE. Assessment Publications Bundle). The National Society For The Study Of Ed. Judy A. Nixon. Jaqueline Paskow Linda Suskie Marcia Mentkowski/ Alexander W. Astin/ Peter T. Ewell/ E Thomas Moran. Dannelle D. Stevens/ Antonia J. Levi Amy Driscoll/ Ernest A. Lynton. Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment Assessment.

Assessment to Promote Deep Learning: Insight from AAHE's 2000 and 1999 Assessment Conferences. Published January 1st 2001 by Stylus Publishing (VA).

Assessment Assessment Assessment. Diciplines: Pioneering Approaches to Assessment. in Higher Education Assessing Students' Learning. Number 34, Summer 1988 Assessing Student Performance: Exploring the. Purpose and Limits of Testing Assessment Clear and Simple: A Practical Guide. for Institutions, Departments, and General. from AAHE's 2000 and 1999 Assesment. American Association for Higher. Behind Outcomes: Contexts and Questions for.

Suskie, L. (E. (2001). Assessment to promote deep learning: Insight from AAHE’s. 2000 and 1999 Assessment Conferences. Last updated August 2013, Office of Planning and Assessment. 23 Suskie, L. (2004). and general education. San Francisco, CA: Jossey-Bass. Wilson, . & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13(2), 181-208.

Assessment " offers an opportunity for to be self-reflective, inventive, and pioneering in undergraduate education " (Leskes & Wright, 2005, . 4).

Fair Assessment Practices. AAHE Bulletin May 2000. faculty expressions of confidence in their ability (Anderson, 1988). Positive contact with faculty may help students of non-European cultures, in particular, achieve their full potential (Fleming, 1998). Fair Assessment Practices. the first National Symposium on Equity and Educational Testing and Assessment (Linn, 1999); as well as AAHE (1996). See Assessment Policies, below). Speak out when you see unfair assessment practices. Call for the validation of assessment tools, particularly those used for high-stakes decisions. Advise sponsors of assessment practices that violate professional standards, and offer to work with them to improve their practices Badger, E. (1999). Finding one's voice: A model for more equitable assessment.

Consultant, speaker, writer, and workshop facilitator on a broad variety of higher education assessment topics. Assessing Student Learning: A Common Sense Guide (Jossey Bass) is one of the best-selling books on assessment in higher education.

In Suskie, L., Assessment to promote deep learning. Washington: American Association for Higher Education. The NPEC sourcebook on assessment, volume 1: Definitions and assessment methods for critical thinking, problem solving, and writing. Washington: National Center for Education Statistics. gov/npec/evaltests/ Facione, P. A. (1998). Critical thinking: What it is and why it counts. com/pdf files/what&why. pdf Greenwood, A.

This edited collection of presentations by major speakers at AAHE's 1999 and 2000 Assessment Conferences offers cutting-edge ideas from: Jorge Klor de Alva; Noel Entwistle; James Anderson; Victor Borden; Jean MacGregor, Vincent Tinto, Jerri Holland Lindblad; Barbara Wright; and others. Questions explored include: (1) How does a successful for-profit institution define and assess its learning outcomes and use that information to develop programs? (2) How can we create curricula and assessments that promote "deep" learning that endures, rather than superficial surface learning? (3) What is an effective performance indicator, and what keys determine the best utilization in varied situations? (4) What have we learned from assessments of the learning community movement? (5) How can we use both assessment and accreditation to promote cultural change?