Learning Assessment Techniques E-Book

Elizabeth F. Barkley

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 797

Veröffentlichungsjahr: 2015

Beschreibung

50 Techniques for Engaging Students and Assessing Learning in College Courses

Do you want to:

• Know what and how well your students are learning?
• Promote active learning in ways that readily integrate assessment?
• Gather information that can help make grading more systematic and streamlined?
• Efficiently collect solid learning outcomes data for institutional assessment?
• Provide evidence of your teaching effectiveness for promotion and tenure review?

Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities.

Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle.

College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.

Leseprobe

CONTENTS

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

List of Tables

Table I.1

Table I.2

Table I.3

Table 1.1

Table 1.2

Table 1.3

Table 1.4

Table 2.1

Table 3.1

Table 3.2

Table 3.3

Table 3.4

Table 3.5

Table 3.6

Table 4.1

Table 5.1

Table 5.2

Table 5.3

Table 5.4

Table 5.5

Table 5.6

Table 7.1

Table 7.2

Table 7.3

Table 7.4

Table 7.5

Table 7.6

Table 7.7

Table 7.8

Table 7.9

Table 7.10

Table 7.11

Table 7.12

Table 7.13

Table 7.14

Table 7.15

Table 7.16

Table 7.17

Table 7.18

Table 7.19

Table 7.20

Table 7.21

Table 7.22

Table 8.1

Table 8.2

Table 8.3

Table 8.4

Table 8.5

Table 8.6

Table 8.7

Table 8.8

Table 8.9

Table 8.10

Table 8.11

Table 8.12

Table 8.13

Table 8.14

Table 8.15

Table 8.16

Table 8.17

Table 8.18

Table 8.19

Table 8.20

Table 8.21

Table 8.22

Table 8.23

Table 8.24

Table 8.25

Table 8.26

Table 9.1

Table 9.2

Table 9.3

Table 9.4

Table 9.5

Table 9.6

Table 9.7

Table 9.8

Table 9.9

Table 9.10

Table 9.11

Table 9.12

Table 9.13

Table 9.14

Table 9.15

Table 9.16

Table 9.17

Table 9.18

Table 9.19

Table 9.20

Table 9.21

Table 9.22

Table 9.23

Table 9.24

Table 9.25

Table 9.26

Table 9.27

Table 10.1

Table 10.2

Table 10.3

Table 10.4

Table 10.5

Table 10.6

Table 10.7

Table 10.8

Table 10.9

Table 10.10

Table 10.11

Table 10.12

Table 10.13

Table 10.14

Table 10.15

Table 10.16

Table 10.17

Table 10.18

Table 10.19

Table 10.20

Table 11.1

Table 11.2

Table 11.3

Table 11.4

Table 11.5

Table 11.6

Table 11.7

Table 11.8

Table 11.9

Table 11.10

Table 11.11

Table 11.12

Table 11.13

Table 11.14

Table 11.15

Table 11.16

Table 11.17

Table 11.18

Table 12.1

Table 12.2

Table 12.3

Table 12.4

Table 12.5

Table 12.6

Table 12.7

Table 12.8

Table 12.9

Table 12.10

Table 12.11

Table 12.12

Table 12.13

Table 12.14

Table 12.15

Table 12.16

Table 12.17

Table 12.18

Table 12.19

Table 12.20

Table 12.21

Table 12.22

Table 12.23

Table 12.24

Table 12.25

Table A.1

Table A.2

Table A.3

Table A.4

List of Illustrations

Figure I.1

Figure I.2

Figure I.3

Figure I.4

Figure 1.1

Figure 1.2

Figure 3.1

Figure 5.1

Figure 5.2

Figure 5.3

Figure 5.4

Figure 5.5

Figure 5.6

Figure 5.7

Figure 5.8

Figure 7.1

Figure 7.2

Figure 7.3

Figure 7.4

Figure 7.5

Figure 7.6

Figure 7.7

Figure 7.8

Figure 7.9

Figure 7.10

Figure 8.1

Figure 8.2

Figure 8.3

Figure 8.4

Figure 8.5

Figure 8.6

Figure 8.7

Figure 8.8

Figure 8.9a

Figure 8.9b

Figure 9.1

Figure 9.2

Figure 9.3

Figure 9.4

Figure 9.5

Figure 9.6

Figure 9.7

Figure 10.1

Figure 10.2

Figure 10.3

Figure 11.1

Figure 11.2

Figure 11.3

Figure 11.4

Figure 12.1

Figure 12.2

Figure 12.3

Guide

Cover

Table of Contents

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Learning Assessment Techniques

A Handbook for College Faculty

Elizabeth F. Barkley and Claire Howell Major

Copyright © 2016 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

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Library of Congress Cataloging-in-Publication Data

Library of Congress Cataloging-in-Publication Data has been applied for and is on file with the Library of Congress.

ISBN 9781119050896 (paper); ISBN 9781119050926 (ebk.); ISBN 9781119050933 (ebk.)

Cover Design: Wiley

Cover Images: © Michael Krakoowiak/iStockphoto

Dedication

This book is dedicated to K. Patricia Cross and Thomas A. Angelo, whose seminal work with Classroom Assessment Techniques encouraged countless college teachers to use classroom research to improve student learning in their classrooms; to L. Dee Fink for his inspired vision and tireless dedication to helping teachers create significant learning experiences for students; and to David Brightman, our shared editor, for his brilliant leadership at Jossey-Bass and deep commitment to higher education.

Preface

Throughout most of America's history, few people questioned the value of a college education. Indeed, the premise that teachers were fulfilling higher education's promise of enabling learning went pretty much unchallenged until the mid-1980s, when intense reexamination of the quality of teaching and learning at all levels of education revealed that there were gaps—sometimes considerable ones—between what was thought to have been taught and what was actually learned. The decades that followed were rich with attempts to close that gap, as public and political entities demanded that colleges and universities increase and demonstrate their effectiveness. The proliferation of campus Teaching and Learning Centers, the increased focus on high-quality teaching in hiring, tenure, and promotion policies, the attention to monitoring learning through a “culture of evidence” coupled with the establishment and expansion of a new research discipline called the Scholarship of Teaching and Learning (SoTL) are some of the major indicators demonstrating the academy's push for improved teaching and learning.

Connecting Classroom Teaching and Assessment

K. Patricia Cross, Pat, was early to recognize the mounting pressures on institutions of higher education to provide evidence of student learning. In 1986, nearly 30 years ago now, she said:

Student learning is a mission of every institution that teaches undergraduates. And it is quite fair to ask how well we do that job. For better or for worse—and much of it is “for the worse”—assessment is here, and everyone wants to know what students are learning in college. (p. 3)

While the assessment movement was largely being driven as a response to external demands (assessment as accountability), Pat saw its greater purpose as fostering an internal feedback loop to advance the quality of instruction and curriculum (assessment as improvement). As she put it:

A concerted attack on the measurement of student learning will enable us to provide more adequate feedback to teachers, departments, and institutions (p. 3). Ultimately, the most sophisticated forms of assessment will be built into instruction and curriculum, providing continuous feedback on the processes of teaching and learning. (1986, p. 3)

Pat clearly thought that assessment should be built into the teaching and learning process, and that it should be teacher designed and teacher driven. She also knew, however, that most teachers weren't prepared for such work, in large part because graduate programs focused on helping students develop disciplinary content knowledge rather than pedagogical knowledge and educational research skills. Yet she urged teachers to ask questions about teaching and learning and to seek to answer them. These beliefs planted the seeds for her work in classroom assessment and research, and she argued that:

If college teachers were to practice their profession at a more sophisticated level, they would discover that the classroom is, or should be, a challenging research laboratory, with questions to be pursued, data to be collected, analyses to be made, and improvement to be tried and evaluated. (1986, p. 6)

As Pat expanded on her ideas, she shared her vision for the role college teachers could play in improving student learning across the country:

I believe that research on teaching and learning should be done in thousands of classrooms across this nation by classroom teachers themselves. What is needed if higher education is to move toward our goal of maximizing student learning is a new breed of college teacher that we shall call a Classroom Researcher. (1986, p. 13)

Thus Pat was in the vanguard of visionaries to see teaching as a valuable and scholarly activity that demanded inquiry and investigation.

Pat was able to put her ideas into action with support from three organizations that provided resources and staff time: The National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL) at the University of Michigan, the Harvard Seminar on Assessment, and the Harvard Graduate School of Education. Ultimately she established the Classroom Research Project at Harvard in 1988, which was funded by the Ford Foundation and the Pew Charitable Trusts. She also developed and refined her concept of a “Classroom Assessment Technique,” an organized structure that guided teachers through the process and procedures to conduct formative assessment in their classrooms.

She and the project moved to the University of California, Berkeley, in the fall of 1988, when the first edition of Classroom Assessment Techniques was published by NCRIPTAL. This edition was the product of Pat Cross's work with her then graduate research assistant, Tom Angelo. The text introduced college faculty to the idea of classroom assessment, and it provided 30 Classroom Assessment Techniques (CATs) that instructors could use as the basis for collecting and analyzing information from their own courses. In 1993, the team of Cross and Angelo became Angelo and Cross with the publication by Jossey-Bass of the second edition of Classroom Assessment Techniques: A Handbook for College Teachers. The new book contained 50 CATs, with expanded advice and additional examples from practice.

Pat and Tom wanted to encourage college teachers to become more systematic and sensitive observers of learning as it takes place every day in their classrooms. If college teachers would use their classrooms as laboratories for the study of learning and make the results of their research public, they could advance the practice of teaching. Through Pat's writing and speeches, and Tom's conference and college workshops, CATs became known throughout higher education. Classroom Assessment Techniques became a best seller and remains a classic that provides college faculty with practical advice on how to assess the quality of teaching and learning in their own classrooms.

Classroom Assessment Reconsidered

It is now almost three decades since the publication of the first edition of Classroom Assessment Techniques (CATs) and over two since the edition published by Jossey-Bass. The higher education landscape has changed dramatically in the intervening years. When the book was written, instruction in higher education was typically taking place during a meeting between an instructor and a group of students at a shared location. This exchange occurred in a college classroom that was still relatively sequestered and private. Notions of higher education as an “ivory tower” reinforced the image that the academy operated in an elevated, rarified atmosphere that was above the practical concerns and probing eyes of everyday people. College courses today are no longer confined to a traditional classroom. Online learning, for example, is now mainstream. A survey of 2,800 institutions of higher education in 2011 indicated that as of Fall Semester, 6.7 million students, representing 32% of total enrollment, were taking courses online (Allen & Seaman, 2013). The growth in online education with the corollary development of MOOCs (Massive Open Online Courses) as well as flipped and blended classes challenge the basic concept of what a “classroom” is.

While there have been momentous changes in the instructional landscape, concern regarding the quality of undergraduate education and pressure on institutions to provide proof that they are worth the investment persists. The provocatively titled Chucking College: Achieving Success without Corruption (Ellison, 2012) advises young people “to design their own 21st-century higher education” because a college degree is no longer worth the cost. Ikenberry and Kuh (2015) observe that there is a “palpable sense of urgency to the need to document how college affects students” and advise “a clearer focus on the use of evidence of student learning in more productive and targeted ways” (p. ix, and pp. 1–2). Ensuring and demonstrating that a student's college experience is worthwhile seems to be the academy's best strategy for confronting these criticisms and changes.

As institutions attempt to meet multiple, competing demands for evidence of student learning, many prominent educational leaders propose that the most important and promising next step in assessment is to embed it in the classroom through the regular tasks and processes of teaching and learning. The 2014 survey conducted by the National Institute for Learning Outcomes Assessment (NILOA), for example, found that provosts believe that one of the most useful sources of evidence for improvement is the classroom (Jankowski, 2014). The Degree Qualifications Profile—a learner-centered framework for what college graduates should know and be able to do to earn a college degree—holds out a vision of powerful assessment as embedded in high-quality classroom assignments (Ewell, 2013). Richman and Ariovich (2013) describe the efforts of Prince George's Community College to develop a “revolutionary approach to assessing student learning” that they call the all-in-one assessment system in which grading, course, and general education outcomes assessment are combined through assignments designed by faculty and implemented in the classroom. It is against this backdrop that the idea for Learning Assessment Techniques was born, when our editor David Brightman asked us to write a new book on assessment for Jossey-Bass.

Learning Assessment Techniques

Learning Assessment Techniques: A Handbook for College Faculty reflects a new vision of course-based, teacher-driven, integrated learning assessment. It marks a fourth in the techniques series, which includes not only Classroom Assessment Techniques: A Handbook for College Teachers (Cross & Angelo, 1988; Angelo & Cross, 1993) but also Collaborative Learning Techniques: A Handbook for College Faculty (CoLTs; Barkley, Cross, & Major, 2005; Barkley, Major, & Cross, 2014) and Student Engagement Techniques: A Handbook for College Faculty (SETs; Barkley, 2010). Thus far, the books have focused on either teaching or assessment. In this book we have sought to erase this distinction and instead draw teaching and assessment together to create a seamless and unified process. To accomplish this, we selected what we feel are particularly effective ways for teaching and assessing students, regardless of the origins of the techniques. We have thus drawn upon techniques from the CATs book that are active learning techniques and techniques from the CoLTs and SETs books that produce assessable Learning Artifacts. We have also found new techniques by culling through countless books, websites, and blogs. Our goal was to present the techniques we felt accomplished both purposes the best.

Our LATs have two key characteristics. First, they are defined by their seamless integration of three components: (1) identification of a meaningful set of learning goals/outcomes, (2) an active learning instructional activity that requires students to create an assessable product providing direct evidence of their learning, and (3) guidance on how to analyze the artifact and report data to multiple stakeholders. LATs are not simply teaching or learning or assessment, but rather all three. Furthermore, they are designed to assess learning regardless of how the teacher will use the information. LATs guide teachers in the gathering of data that teachers can use for diagnostic, formative, or summative purposes (and often for all three), for grading or reporting to department chairs, or for quite different purposes such as classroom research and SoTL.

Since Learning Assessment Techniques builds upon the work of the three preceding techniques books (Classroom Assessment Techniques, Collaborative Learning Techniques, and Student Engagement Techniques), there is naturally some overlap. For example Background Knowledge Probe is included in CATs, SETs, and LATs. Its distinction as a LAT is that we cast it as an integrated teaching-learning-assessment technique that gathers direct evidence of student learning and may be used for multiple assessment purposes. Finally, after careful consideration and in order to avoid confusion, we determined the following method for dealing with technique names: if we believed that our recasting of the technique resulted in an activity that was different in purpose or use from the original, we used a new name and then explained the difference in the technique and referenced the original. For example, our LAT 5 Quick Write is a broader, more flexible tool for which the popular CAT 6 Minute Paper and CAT 7 Muddiest Point are specific types. We have noted the origins of all techniques in the Key References and Resource section.

Overview of the Book

Through the guidance provided in this book, we hope to make it easier for faculty to carry out assessment as part and parcel of the teaching and learning process. We present this book in three parts. In Part 1, we provide an introduction that lays out the conceptual framework for LATs, describing why and how they support teaching to promote improved learning. In Part 2, we use the six steps of the LAT Cycle as an organizational framework to provide six chapters, one on each of the six steps of the assessment process. These chapters provide detailed guidance organized as a reference rather than in expository style. In Part 3, we provide six chapters correlated to the learning domains of the Significant Learning Taxonomy. We introduce each chapter with guidance on identifying relevant learning goals and outcomes, suggest ways in which outcomes can align with institutional learning goals and course competencies, and provide concrete, practical suggestions on how to assess achievement of learning goals related to that domain. We then follow this introduction with a collection of LATs carefully crafted to address teaching, learning, and assessment in that learning dimension.

Conclusion

This book was written to help college teachers efficiently and effectively identify what they believe is important for students to learn, implement appropriate activities to ensure that students learn it, and then document, interpret, and report student learning to a variety of stakeholders, including students themselves. We present these techniques to our fellow college teachers, therefore, as a collection of 50 carefully designed frameworks for accomplishing a conception of teaching, learning, and assessment as seamless and interrelated. Done well, our LATs involve both students and teachers in the continuous monitoring and improvement of students' learning. To conclude, we offer this book, with its guidance and its techniques, in the hopes of meeting the need for a new and different assessment text to meet the requirements of a changed world, a changed faculty, and a changed student body.

Acknowledgments

We are deeply grateful to K. Patricia Cross for her enthusiastic encouragement to write this new assessment book for college faculty. Thank you as well to Linda Bomstad, Amanda Brunson, L. Dee Fink, Pat Hutchings, Linda Suskie, and Maryellen Weimer for their manuscript reviews and their thoughtful, generous, and valuable feedback. Our appreciation also goes to Stacy Hughey-Surman for her help in creating the online version of the Learning Goals Inventory and to the University of Alabama for its willingness to house the survey's online version, as well as to Stacy, David Hardy, and Alan Webb for assistance with survey validation. Finally, we express our deep gratitude to the members of the Jossey-Bass team—especially Aneesa Davenport, Pete Gaughan, Cathy Mallon, and Shauna Robinson—for their commitment to maintaining the standards of excellence set by our former editor, David Brightman.

The Authors

Elizabeth F. Barkley is Professor of Music at Foothill College, Los Altos, California. With almost four decades as an innovative and reflective teacher, she has received numerous honors and awards, including being named California's Higher Education Professor of the Year by the Carnegie Foundation for the Advancement of Teaching, formally recognized by the California State Legislature for her contributions to undergraduate education, selected as “Innovator of the Year” in conjunction with the National League for Innovation, presented with the Hayward Award for Educational Excellence, and honored by the Center for Diversity in Teaching and Learning in Higher Education. In addition, her Musics of Multicultural America course was selected as “Best Online Course” by the California Virtual Campus. She was also named a Carnegie Scholar in the discipline of music by the Carnegie Foundation in conjunction with the Pew Charitable Trusts.

Beyond her academic discipline of music history, her interests include engaging students through active and collaborative learning; transforming F2F and online curriculum to meet the needs of diverse learners, especially those from new and emerging generations; contributing to the scholarship of teaching and learning; and connecting learning goals with outcomes and assessment. Barkley holds a B.A. and M.A. from the University of California, Riverside, and a Ph.D. from the University of California, Berkeley. She is co-author with Claire Howell Major and K. Patricia Cross of Collaborative Learning Techniques: A Handbook for College Faculty (Jossey-Bass, 2nd ed., 2014); author of Student Engagement Techniques: A Handbook for College Faculty (Jossey-Bass, 2010) and several music history textbooks, including Crossroads: The Music of American Cultures (Kendall Hunt, 2013), World Music: Roots to Contemporary Global Fusions (Kendall Hunt, 2012), Crossroads: The Roots of America's Popular Music(Prentice Hall, 2nd ed., 2007); and co-author with Robert Hartwell of Great Composers and Music Masterpieces of Western Civilization (Kendall Hunt, 2014).

Claire Howell Major is Professor of Higher Education at the University of Alabama in Tuscaloosa, Alabama. She teaches courses on college teaching, technology in higher education, reading research in the field of higher education, and qualitative research methods. Her research interests are in the areas of faculty work, pedagogical approaches, technology for teaching, and online learning. She also focuses on issues of higher education in popular culture and higher education as a field of study. She typically draws upon qualitative methods to answer her research questions. Major holds a B.A. from the University of South Alabama, an M.A. from the University of Alabama at Birmingham, and a Ph.D. from the University of Georgia.

She has authored and co-authored several books, including Teaching Online: A Guide to Theory, Research, and Practice (Johns Hopkins University Press, 2015), Collaborative Learning Techniques: A Handbook for College Faculty with Elizabeth F. Barkley and K. Patricia Cross (Jossey-Bass, 2nd ed., 2014), The Essential Guide to Qualitative Research: A Handbook of Theory and Practice with Maggi Savin-Baden (Routledge, 2013), An Introduction to Qualitative Research Synthesis: Managing the Information Explosion with Maggi Savin-Baden (Routledge, 2011), and Foundations of Problem-Based Learning with Maggi Savin-Baden (Open University Press, 2004). Major also publishes her work in leading education journals and presents at both national and international conferences.

Introduction: Conceptual Framework

There are over seven thousand colleges and universities in the United States, each implicitly promising prospective students that they'll learn better there than they could on their own. We professors are the principal means by which colleges and universities aim to fulfill this promise of delivering effective education, yet although enabling learning is one of our primary jobs, few of us have had formal instruction on how to do it and do it well. Even fewer of us have had training on how to provide evidence of what students are learning in ways that are acceptable to external stakeholders. This book was written to support our fellow college professors who strive to be excellent teachers and who need strategies for reporting results of learning in their classrooms not only to students, but also to a variety of other interested parties ranging from hiring, tenure, and promotion committees to department chairs gathering data for institutional assessment initiatives. Since enabling learning is the raison d'être for both our profession as teachers and for our efforts in assessment, we start this book by establishing a conceptual framework that answers the following three questions:

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?

How Can We Best Teach to Promote Learning?

The term professor refers to a person who “professes” their expert knowledge of a specific discipline. In higher education, a college teacher's possession of disciplinary content knowledge is presumably guaranteed through the academy's certification process. Modeled after the medieval guild system, the academy requires applicants to the teaching profession to be certified by a graduate degree that indicates that they possess advanced and increasingly specialized knowledge in their subject area. Thus a required first step toward becoming a member of the professoriate today is to demonstrate one's credentials as an expert in the disciplinary content knowledge of one's particular field of study. Deep disciplinary expertise remains one of the critical factors that distinguish us from the many other sources students have for accessing knowledge today. While we still consider in-depth content knowledge essential, we propose that in order to effectively guide students in their own acquisition of knowledge, a college teacher also needs knowledge of pedagogy.

Pedagogy—the method and practice of teaching—helps teachers take an aspect of subject matter and, through careful and informed choices, enable students to learn it. In other words, the combination of disciplinary knowledge and pedagogical knowledge is an integrated amalgam that provides teachers with the most effective ways of presenting and formulating their subject so that they transform it into something that learners can comprehend. This concept of the interaction between disciplinary knowledge and pedagogical knowledge suggests that the kind of college teaching that best promotes student learning is that which is informed by the knowledge represented within the space where the two overlap, as illustrated by Figure I.1.

Figure I.1 Effective Teaching at the Intersection of Disciplinary and Pedagogical Knowledge

It also suggests that when there is insufficient disciplinary or pedagogical knowledge, the space for effective teaching shrinks, as indicated in Figure I.2.

Figure I.2 Reduced Space for Effective Teaching Due to Imbalance of Knowledge

We recognize that some teachers have acquired pedagogical knowledge without formal instruction and that they make effective teaching choices based simply on replicating or avoiding practices they observed as former students themselves. We also acknowledge that for centuries, students have been able to learn from professors who did not give a hoot about teaching but possessed deep knowledge of their discipline. (We suspect, however, that most of these students were either already capable learners or, caught in the crucible of the professor's indifference, quickly learned to become adept learners.) Accepting that there are exceptions, we propose that as a general rule, one needs both disciplinary and pedagogical knowledge to be an excellent and effective college professor today.

What Does Research Tell Us About Effective Pedagogy?

There is more research-based information about teaching and learning available to us today than ever before in history, and the amount of research continues to escalate. Between 1983 and 2012, the volume of the database maintained by the Educational Resource Information Center (ERIC) tripled, driving a major reorganization in 2014 to streamline the site that houses the 1.4+ million documents that now help us learn about teaching and learning (ERIC Retrospective, nd). Fortunately, we have several syntheses of the literature on what works in college-level teaching and learning that shed light on what effective teaching entails. We focus on three well-known and frequently cited syntheses: (1) Chickering and Gamson's (1987) “Seven Principles for Good Practice in Undergraduate Education,” (2) Carnegie Mellon's Eberly Center for Teaching Excellence and Educational Innovation's current “Teaching Principles,” and (3) Glassick et al. (1997), who expand on Boyer's (1987) proposal of the scholarship of teaching. Table I.1 identifies principles in these three important syntheses (ERIC Restrospective, nd).

Table I.1 Principles of Good Teaching from Three Syntheses

Chickering and Gamson (1987), “Seven Principles of Good Practice in Undergraduate Education”

Carnegie Mellon Eberly Center for Teaching Excellence and Educational Innovation, “Teaching Principles” (

http://bit.ly/1uZp3Pz

)

Glassick et al. (1997),

Scholarship Assessed: Evaluation of the Professoriate

A

B

C

The seven principles of good practice are:

Encourage contact between students and faculty

Develop reciprocity and cooperation among students

Encourage active learning

Give prompt feedback

Emphasize time on task

Communicate high expectations

Respect diverse talents and ways of learning.

Effective teaching involves:

Acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching

Aligning the three major components of instruction: learning objectives, assessments, and instructional activities

Articulating explicit expectations regarding learning objectives and policies

Prioritizing the knowledge and skills we choose to focus on

Recognizing and overcoming our expert blind spots

Adopting appropriate teaching roles to support our learning goals

Progressively refining our courses based on reflection and feedback

The characteristics of good scholarship of teaching include:

Clear goals

Adequate preparation

Appropriate methods

Significant results

Effective presentation

Reflective critique

As we look across these syntheses, we see several commonalities. All syntheses recommend that we establish and communicate clear learning goals (A6, B2, B3, B4, C1), that we design instructional activities that encourage active, engaged learning (A1, A2, A3, A5, A7, B6, C2, C3, C5), and that we provide feedback to students, as well as conduct our own reflective critique (A4, B1, B2, B3, B4, B5, B7, C1, C4, C6). In synthesizing the syntheses, then, we suggest that research on effective teaching at the college and university level emphasizes three interconnected and interrelated components:

Identifying and communicating clear learning goals and outcomes

Helping students achieve these goals through activities that promote active, engaged learning

Analyzing, reporting, and reflecting upon results in ways that lead to continued improvement

What Is a Learning Assessment Technique (LAT)?

A LAT is a carefully designed three-part, interconnected structure that mirrors the phases and employs the elements of effective teaching by helping teachers to

Identify Significant Learning Goals: Through the Learning Goals Inventory (LGI), combined with guidance in Part 2 and the Part 3 chapter introductions, a LAT facilitates the identification of a set of significant learning goals.

Implement Effective Learning Activities: Each LAT provides a clearly defined instructional activity that promotes active, engaged learning and also requires students to produce a Learning Artifact that provides direct evidence of their progress toward the learning goals.

Analyze and Report upon Outcomes: A LAT offers guidance on how to assess the Learning Artifact at both the individual student and aggregated course level and how to share results with multiple stakeholders.

We use the trefoil knot in Figure I.3 to illustrate a LAT's nature, which is the intertwining of these elements of effective teaching. The three elements combine to make a unified whole; one cannot be separated from the other, and it is impossible to tell where one begins and the other ends.

Figure I.3 A LAT's Interconnected Nature: Teaching, Learning, and Assessment

How Do LATs Support the Kind of Teaching that Promotes Significant Learning?

LATs support excellent teaching in today's complex and challenging educational environment by helping teachers identify significant learning goals, implement effective and pedagogically sound learning activities, and gather and report direct evidence of learning in ways acceptable to a variety of stakeholders—all with the ultimate goal of making changes that improve learning. We shall elaborate on each of these aspects.

Identifying Significant Learning Goals

As college professors, most of us flourish in the “thinking” world. When we consider college-level learning, we quickly understand and appreciate the acquisition, synthesis, and evaluation of knowledge that characterizes abstract thought. Bloom's Taxonomy of the Cognitive Domain, which classifies thinking into behaviors organized into a series of hierarchical levels, has guided countless teachers in the design and development of their courses for over half a century. It continues to be the most frequently referenced taxonomy for assessing learning. In 2001, a new group of cognitive psychologists led by L. W. Anderson (a former student of Bloom's) and D. R. Krathwohl (one of the members of the original team) published a revision because they believed that many of the ideas in the original taxonomy were still valuable, but they also wanted to incorporate new knowledge and thought into the framework (Anderson & Krathwohl, 2001, pp. xxi–xxii). A critical change in their revision of Bloom's taxonomy was a modification of the original taxonomic levels, as demonstrated in Table I.2.

Table I.2 A Comparison of Bloom's and Anderson and Krathwohl's Taxonomies

Bloom's Original Taxonomy (1953)

Anderson and Krathwohl's Revised Taxonomy (2001)

Higher-Order Thinking Skills

Evaluation

Creating

Synthesis

Evaluating

Analysis

Analyzing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

Lower-Order Thinking Skills

A persistent problem with both Bloom's and Anderson and Krathwohl's taxonomies is that they focus only on the cognitive domain.1 But learning involves more than rational thinking, and even the definition of cognition itself moves beyond pure intellectual reasoning to include processes such as intuition and perception. Furthermore, various models of “intelligence”—such as Gardner's “Multiple Intelligences” (which contains a bodily-kinesthetic component) and Goleman's “Emotional Intelligence” (which emphasizes the ability to monitor one's own and other's feelings)—challenge us to embrace a concept of learning that extends beyond logical thinking.

This broader, more inclusive perspective has substantial scientific support. Harvard clinical psychologist John Ratey observes that the brain and body systems are distributed over the whole person, and we cannot separate emotion, cognition, and the physical body. What is more, separating these functions “is rapidly coming to be seen as ridiculous” (Ratey, 2002, p. 223). Despite higher education's historical emphasis on the purely intellectual, therefore, many educators today recognize that the body, heart, and mind are all involved in learning.

Fink's Significant Learning Taxonomy

It is within this context that Fink proposed his taxonomy of significant learning. He believed that higher education was expressing a need for new kinds of learning—learning that went beyond just thinking and the acquisition of knowledge to learning that includes leadership and interpersonal skills, ethics, communication skills, character, tolerance, and the ability to adapt to change (2013, p. 33). Rather than just talking with professors as Bloom did, Fink spoke with students to determine what they believed were truly significant learning experiences that changed the way they lived their personal, social, civic, or professional lives. He tried to identify the features of learning that impacted students in ways that extended beyond a single course. The central idea in Fink's concept of significant learning is that teaching should result in something others can look at and say, “That learning experience resulted in something that is truly significant in terms of the students' lives” (2013, p. 7). He determined that significant learning experiences require both a process and an outcome dimension:

Process:

Students need to be engaged in their learning and there needs to be a high energy level in the class.

Outcome:

Students' participation in a course has to have a high potential for being of value in their individual, social, civic, and work lives and needs to result in lasting, significant change well beyond the end of the course.

From this belief system, Fink developed his Taxonomy of Significant Learning, described briefly in Table I.3. We explore each of the learning dimensions in this taxonomy in more detail in the introductions to each chapter on techniques, since the LATs in this book are organized into chapters that correspond with the domains in Fink's Taxonomy of Significant Learning.

Table I.3 Fink's Taxonomy of Significant Learning

Source: Fink (2013), pp. 35–37

Foundational Knowledge

Understanding and remembering the information, ideas, and perspectives that form the basis for other kinds of learning in the subject.

Application

Applying knowledge to real situations through critical and creative thinking, problem solving, performance, and skill so that foundational knowledge becomes useful.

Integration

Making connections between ideas, learning experiences, and different realms of life so that everything is put into context and learning is more powerful.

Human Dimension

Learning about the personal and social implications of what learners are learning, thus giving the learning significance as learners learn about themselves and others.

Caring

Developing new feelings, interests, and values that help learners care about what they are learning, which gives them the energy they need for learning more about it and making it part of their lives.

Learning How to Learn

Learning about the process of learning, including a particular kind of inquiry (such as the scientific method) as well as how to become a better, more self-directed learner, which enables learners to continue learning and do so with greater effectiveness.

To summarize, while there are many learning taxonomies, of which Bloom's and Krathwohl and Anderson's revision of Bloom's are the best known, we chose to correlate our techniques with Fink's Significant Learning Taxonomy because we believe his taxonomy best supports efforts to teach for the kind of learning students need to thrive in today's challenging world.

Implementing an Effective Learning Activity

Once a clear and significant learning goal has been identified, a teacher must implement an effective learning activity. For the purposes of enabling learning as well as efficient assessment, we propose that an effective learning activity promotes active, engaged learning and produces a Learning Artifact that can be analyzed for direct evidence of learning.

Promoting Active and Engaged Learning

Active learning is a term brought full force into the educational lexicon by Bonwell and Eison, who described it as “doing what we think and thinking about what we are doing” (1991). It has become an umbrella term for several pedagogical approaches, including cooperative and collaborative learning, discovery learning, experiential learning, problem-based learning, and inquiry-based learning. Active learning is based on the premise that learning is a dynamic process in which learners constantly make and change connections between what is new and what is already known, integrating new information into their existing personal knowledge and experience.

Although many of us (as well as our students) would like to think that we teachers can simply transfer knowledge into learners' brains, it is simply not possible. Students themselves need to do the work required to learn, but we can help them by reversing our typical roles in the classroom. Instead of working hard to present information as clearly as possible to students who are then expected to consume it passively, we can set up conditions that require them to be active participants in their own learning. Participating in active learning activities ultimately improves learning, and several recent studies, including a host of meta-analyses, support this assertion (see for example, Johnson, Johnson, & Smith, 2014).

Simply setting up conditions for active learning is not sufficient, however. College teachers today report to us how challenging it is to engage their students in the process of learning. How to promote student engagement has become an increasingly important topic in the national—even international—dialogue on effective teaching. In an effort to construct a conceptual framework and teaching-based model for promoting student engagement within the context of a college classroom, Barkley (2010) proposed that student engagement is a process and a product that is experienced on a continuum and results from the synergistic interaction between motivation and active learning. Thus engaging learning activities not only promote active learning, but also motivate students to spend the energy required to do the work of learning. Promoting active, engaged learning is fundamental to all of the LATs in this book.

Producing an Assessable Learning Artifact

An additional element of a LAT instructional activity is production of an assessable Learning Artifact. This shift from the intangible to the tangible is a defining characteristic that distinguishes each LAT from being simply an active learning technique. For example, a case study discussion is active learning, but until students write a case analysis that can be assessed, the discussion remains intangible without evidence that documents the learning in ways that can be communicated with others. Similarly, a role play is active learning, but until the role play is documented in a video or there are evaluation scores on a rubric that were entered while the role play was in progress, the role play also remains intangible without evidence that documents the learning in ways that can be shared with others. Thus it is at the point when the intangible active learning produces tangible evidence that the active learning technique becomes a Learning Assessment Technique (LAT). Viewed in this way, most, if not all, active learning techniques could become Learning Assessment Techniques. Surely that seamless integration of the teaching and learning process is what we should aim for in assessment. By making assessment an integral part of the teaching and learning process instead of an add-on, we hope to accomplish what should be the primary goal of assessment: to improve learning. To summarize, our LATs are designed to balance disciplinary content and sound pedagogy as they promote engaged, active learning that also produces an assessable Learning Artifact that can be evaluated for student achievement.

Analyzing and Reporting Learning Outcomes for Multiple Stakeholders

Our primary purpose as teachers is to facilitate learning, which is perhaps why the terms teaching and learning are so often paired. This persistent pairing can lull us into the erroneous assumption that one is the natural consequence of the other. But teaching does not automatically result in learning: those of us who have supposed our students had learned what we taught have frequently faced disappointing evidence to the contrary. Conversely, learning does not require having been taught. Indeed, asserting that one is “self-taught” is a badge of honor, and autodidacts who purportedly learned their discipline without the help of a teacher include such notables as George Bernard Shaw, Ernest Hemingway, Herman Melville, Frank Lloyd Wright, Karl Marx, and Buckminster Fuller.

Although it is possible and may even be a source of pride to learn without the help of a teacher, no self-respecting teacher could be satisfied—much less smug—if under their instruction, no student learned. Thus one can learn without the benefit of a teacher, but one cannot be considered an effective teacher in the absence of student learning. Since helping students learn is our primary purpose as teachers, how do we know students have learned? At what point can we congratulate ourselves for a job well done? How do we know when and how we need to improve? The answers to these questions lie in a third area: assessment. Assessment is the way that we teachers gauge for ourselves and for others whether and how well learning has happened.

While faculty are drawn to teaching for many different reasons, few of us are drawn to it because we love assessment; the mere mention of the term can cause some of us to question our choice of career. As college professors ourselves, we understand assessment aversion, but we also believe it does not need to be so onerous. A primary purpose for our writing this book was to help our colleagues assess more efficiently by offering a framework for making assessment part and parcel of the teaching and learning process. Our LATs present teaching, learning, and assessment as seamless and interrelated. Furthermore, LATs guide teachers' assessment efforts so that the data can be used for multiple purposes: providing learners with feedback, grading, reporting to department chairs and institutional assessment efforts, including in professional dossiers in hiring, promotion, and tenure, and contributing to the scholarship of teaching and learning (SoTL). Finally, LATs incorporate reflection and critique to identify the changes that can be made to “close the loop” and improve learning.

The LAT Cycle

We conceive of each LAT as being embedded within a larger framework we call the LAT Cycle, modeled after the Classroom Assessment Project Cycle (Angelo & Cross, 1993). The cycle includes three phases organized into six steps:

Phase One: Plan

Step 1: Clarify what you want students to learn

Step 2: Determine why you are assessing their learning

Phase Two: Implement

Step 3: Select a LAT

Step 4: Implement the LAT

Phase Three: Respond

Step 5: Analyze and report results

Step 6: “Close the Loop” by identifying and making changes to improve learning

This cycle is represented in Figure I.4, with an actual LAT comprising Steps 4 and 5.

Figure I.4 The LAT Cycle

Each of the six chapters in Part 2 are correlated to these six steps and provide guidance organized in chunked, numbered components for easy reference.

Conclusion

Today's college teachers are under increased pressure to teach effectively and to provide evidence of both what and how well students are learning. We propose that to teach effectively, college teachers need pedagogical knowledge as well as knowledge of their academic discipline. Several syntheses of pedagogical research propose that excellent college teaching includes (1) identifying and communicating clear learning goals and outcomes, (2) helping students achieve these goals through active, engaged learning, and (3) analyzing, reporting, and reflecting upon results in ways that lead to improvement. The 50 Learning Assessment Techniques (LATs) in this book mirror these three phases and elements of effective teaching. Each LAT, embedded within the larger LAT Cycle, provides faculty with feedback about their effectiveness as teachers, gives a variety of interested parties reliable measures of students' progress as learners, and involves both students and teachers in the continuous monitoring and improvement of students' learning.

Note

1.

Both have additional taxonomies that address other areas, but these other areas are treated as separate from the cognitive domain. Furthermore, these other taxonomies have not received the same attention as have the taxonomies of the cognitive domain.

Part OneThe Learning Assessment Techniques Cycle

Chapter 1Clarifying What You Want Students to Learn