The Assessment of Doctoral Learning: Emerging Criteria and New Models for Improving Outcomes - Couverture souple

Couverture souple

ISBN 10 : 1579221793 ISBN 13 : 9781579221799

Editeur : Routledge, 2006

Synopsis

Following the growing commitment to assessment at the undergraduate level, doctoral programs are now grappling with what accountability means for them.This book provides a foundation for faculty and academic leaders of doctoral programs to promote inquiry into the educational practices that define their programs and contribute to graduate students' learning. It presents an array of examples of new program- and student-level assessment practices. The ideas and practices described here expand program review to include evidence of student learning--that is, students' demonstration of their knowledge, abilities, habits of mind, ways of knowing, ways of problem solving, and dispositions--through direct and indirect assessment methods that verify or challenge the efficacy of educational practices.The book encourages faculty and academic leaders to reconsider the process and to formulate new questions about the efficacy of educational practices and traditions, such as the dissertation, that have historically led to the conferring of the doctorate. It will prompt constructive discussion of desired student learning outcomes, and of the kinds of assessment methods that provide evidence of what and how students learn within the context of educational practices.Stressing the importance of listening and responding to graduate students as they progress through their studies or reflect on the relevance of their studies after graduation, the book also suggests new strategies to orient and support doctoral students in their educational journeys.

A propos du livre

À propos de l'auteur

Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.

Nancy A. Borkowski most recently served as the Program Associate for The Responsive Ph.D. Initiative, a five-year national effort to improve doctoral education, organized by the Woodrow Wilson National Fellowship Foundation. Nancy's background includes university positions in career services centers at the University of North Carolina Greensboro, Emory University, and Miami University (Ohio) and the Instructional Support and Development Office at the University of Georgia where she assisted graduate students and faculty with their career and teaching development.

Daniel D. Denecke is Director of Best Practices, Council of Graduate Schools.

Détails de l'édition

• Éditeur: Routledge
• Date d'édition: 2006
• Langue: anglais
• ISBN 10: 1579221793
• ISBN 13: 9781579221799
• Reliure: Broché
• Nombre de pages: 288
• Éditeur: Maki Peggy L., Borkowski Nancy A.
• Coordonnées du fabricant: non disponible
• Personne responsable: non disponible