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• Cover
• Title Page
• Copyright
• Dedication
• Preface
• Acknowledgments
• The Authors
• Introduction: Conceptual Framework
• How Can We Best Teach to Promote Learning?
• What Is a Learning Assessment Technique (LAT)?
• How Do LATs Support the Kind of Teaching that Promotes Significant Learning?
• Conclusion
• Part One: The Learning Assessment Techniques Cycle
• Chapter 1: Clarifying What You Want Students to Learn
• 1.1 Defining Learning
• 1.2 Aiming for Significant Learning
• 1.3 Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals
• 1.4 Expressing What You Want Students to Learn in Language that Is Helpful for Assessment
• 1.5 Identifying Course-Level Learning Goals
• 1.6 Considering the Challenges Related to Course Learning Objectives and Outcomes
• 1.7 Determining Course-Level Learning Objectives
• 1.8 Identifying Course-Level Student Learning Outcomes (SLOs)
• 1.9 Differentiating Between Learning Objectives and Learning Outcomes
• 1.10 Crafting a Course Learning Outcome Statement
• 1.11 Determining Performance Standards for Individuals and the Class as a Whole
• 1.12 Is All the Work Required Worth the Effort?
• Chapter 2: Determining Your Purpose for Assessing Student Learning
• 2.1 Defining Assessment
• 2.2 How Learning Assessment Is Different from Grading
• 2.3 Types of Learning Assessment
• 2.4 Assessing Students to Determine for Ourselves How Well Students Are Learning
• 2.5 Assessing to Give Learners Feedback on Their Progress
• 2.6 Assessing Learning to Improve Our Profession through the Scholarship of Teaching and Learning (SoTL)
• 2.7 Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning
• 2.8 Crafting the Assessment Question
• Chapter 3: Selecting a Learning Assessment Technique
• 3.1 Using the Learning Goals Inventory (LGI)
• 3.2 Considering Instructional Context When Choosing a LAT
• 3.3 Key Instructional Elements to Consider
• 3.4 Considering Clustering Multiple LATs Together
• Chapter 4: Implementing a Learning Assessment Technique
• 4.1 Creating Assessment Rubrics
• 4.2 Creating Student Self-Evaluation Forms
• 4.3 Creating Peer Evaluation Forms
• 4.4 Introducing the Activity
• 4.5 Providing Students with Information They Need About the Learning Assessment
• 4.6 Facilitating the Learning Assessment
• 4.7 Concluding the Activity
• 4.8 Timing the Phases
• 4.9 Collecting the Learning Artifacts
• 4.10 Managing the Learning Artifacts
• Chapter 5: Analyzing and Reporting What Students Have Learned
• 5.1 Identifying Whose Learning You Are Gauging
• 5.2 Considering Independent and Collaborative Data Analysis
• 5.3 Scoring Individual Learning Artifacts
• 5.4 Scoring Group Artifacts
• 5.5 Determining the Method of Data Analysis
• 5.6 Using Quantitative Data Analysis
• 5.7 Using Qualitative Data Analysis
• 5.8 Displaying Data and Findings
• 5.9 Interpreting Results
• 5.10 Writing Up the Results of the Assessment
• Chapter 6: Closing the Loop
• 6.1 Modifying Your Learning Goals, Objectives, and Outcomes
• 6.2 Adjusting Your Purpose for Assessing Learning
• 6.3 Selecting a Different LAT
• 6.4 Altering an Aspect of Implementation
• 6.5 Changing the Way You Analyze or Report Findings
• Part Two: Learning Assessment Techniques
• Chapter 7: Teaching and Assessing for the Foundational Knowledge Domain
• Clarifying Learning Goals Related to Foundational Knowledge
• Identifying Learning Outcomes for Foundational Knowledge
• Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals
• Assessing Achievement of Foundational Knowledge Learning Outcomes
• Conclusion
• 1: First Day Final
• 2: Background Knowledge Probe
• 3: Entry and Exit Tickets
• 4: Guided Reading Notes
• 5: Comprehensive Factors List
• 6: Quick Write
• 7: Best Summary
• 8: Snap Shots
• 9: Team Tests
• 10: Team Games Tournament
• Chapter 8: Teaching and Assessing for the Application Learning Domain
• Clarifying Learning Goals Related to Application Learning
• Skills Goals
• Identifying Learning Outcomes for Application Learning
• Aligning Course Level Application Learning Outcomes with Institutional Learning Goals
• Assessing Achievement of Application Learning Outcomes
• Conclusion
• 11: Prediction Guide
• 12: Fact or Opinion
• 13: Quotation Commentaries
• 14: Insights-Resources-Application (IRA)
• 15: Consider This
• 16: What’s the Problem?
• 17: Think-Aloud Problem-Solving Protocols (TAPPs)
• 18: Peer Problem Review
• 19: Triple Jump
• 20: Digital Projects
• Chapter 9: Teaching and Assessing for the Integration Domain
• Clarifying Learning Goals Related to the Integration Domain
• Identifying Learning Outcomes for Integration Learning
• Aligning Course Level Integrative Learning Outcomes with Broader Institutional Learning Goals
• Assessing Achievement of Learning in the Integration Domain
• Conclusion
• 21: Knowledge Grid
• 22: Sequence Chains
• 23: Concept Maps
• 24: Contemporary Issues Journal
• 25: Dyadic Essay
• 26: Synthesis Paper
• 27: Case Study
• 28: Class Book
• 29: E-Portfolios
• Chapter 10: Teaching and Assessing for the Human Dimension Domain
• Clarifying Learning Goals Related to the Human Dimension Domain
• Identifying Learning Outcomes for Human Dimension Learning
• Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals
• Assessing Achievement of Learning Regarding the Human Dimension Domain
• Conclusion
• 30: Free Discussion
• 31: Nominations
• 32: Editorial Review
• 33: Dramatic Dialogues
• 34: Role Play
• 35: Ethical Dilemma
• 36: Digital Story
• Chapter 11: Teaching and Assessing for the Caring Domain
• Clarifying Learning Goals Related to the Caring Domain
• Identifying Learning Outcomes for the Caring Domain
• Aligning Learning Outcomes Related to Caring with Institutional Learning Goals
• Assessing Achievement of Learning Outcomes in the Caring Domain
• Conclusion
• 37: Stand Where You Stand
• 38: Three-Minute Message
• 39: Issue Awareness Ad
• 40: Proclamations
• 41: Editorial
• 42: Debate
• 43: Briefing Paper
• Chapter 12: Teaching and Assessing for the Learning How to Learn Domain
• Clarifying Learning Goals Related to the Learning How to Learn Domain
• Identifying Learning Outcomes for the Learning How to Learn Domain
• Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning Goals
• Assessing Achievement of Learning Outcomes in the Learning How to Learn Domain
• Conclusion
• 44: Study Outlines
• 45: Student Generated Rubrics
• 46: Invent the Quiz
• 47: Learning Goal Listing
• 48: What? So What? Now What? Journal
• 49: Multiple-Task Mastery Checklist
• 50: Personal Learning Environment
• Bibliography
• Appendices
• Appendix A: About the Learning Goals Inventory (LGI)
• Appendix B: The Learning Goals Inventory with Scoring Sheet
• Appendix C: Key to Classroom Environment and Discipline in LAT Examples
• Index
• End User License Agreement