語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
A New Paradigm for Improvement : = S...
~
Curtis, Nicholas A.
A New Paradigm for Improvement : = Student-faculty partnership in Learning Outcomes Assessment.
紀錄類型:
書目-語言資料,手稿 : Monograph/item
正題名/作者:
A New Paradigm for Improvement :/
其他題名:
Student-faculty partnership in Learning Outcomes Assessment.
作者:
Curtis, Nicholas A.
面頁冊數:
1 online resource (207 pages)
附註:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:
Dissertation Abstracts International79-10A(E).
標題:
Educational psychology. -
電子資源:
click for full text (PQDT)
ISBN:
9780438045446
A New Paradigm for Improvement : = Student-faculty partnership in Learning Outcomes Assessment.
Curtis, Nicholas A.
A New Paradigm for Improvement :
Student-faculty partnership in Learning Outcomes Assessment. - 1 online resource (207 pages)
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Thesis (Ph.D.)--James Madison University, 2018.
Includes bibliographical references
In the United States, higher education institutions assess the impact of program- level educational experiences through the process of program-level student learning outcomes assessment. The final step of the assessment cycle is to use assessment interpretations to make changes to educational programming. Nevertheless, few programs can demonstrate the use of assessment results in this way. Perhaps assessment work is missing a key perspective: that of the students it assesses. Cook-Sather, Bovill, and Felton (2014) define student-faculty partnership as "a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis" (p. 6-7.). Research and practice into student-faculty partnership work has demonstrated many positive effects on the teaching, learning, and classroom assessment process. Yet, no work has focused on partnership efforts in program-level assessment. The purpose of this study was to explore the potential to partner explicitly with students in the program and institutional level student learning outcomes assessment process.
Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018
Mode of access: World Wide Web
ISBN: 9780438045446Subjects--Topical Terms:
555103
Educational psychology.
Index Terms--Genre/Form:
554714
Electronic books.
A New Paradigm for Improvement : = Student-faculty partnership in Learning Outcomes Assessment.
LDR
:03581ntm a2200349Ki 4500
001
916538
005
20181002081328.5
006
m o u
007
cr mn||||a|a||
008
190606s2018 xx obm 000 0 eng d
020
$a
9780438045446
035
$a
(MiAaPQ)AAI10809551
035
$a
(MiAaPQ)jmu:10280
035
$a
AAI10809551
040
$a
MiAaPQ
$b
eng
$c
MiAaPQ
$d
NTU
100
1
$a
Curtis, Nicholas A.
$3
1190298
245
1 2
$a
A New Paradigm for Improvement :
$b
Student-faculty partnership in Learning Outcomes Assessment.
264
0
$c
2018
300
$a
1 online resource (207 pages)
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
500
$a
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500
$a
Adviser: Robin D. Anderson.
502
$a
Thesis (Ph.D.)--James Madison University, 2018.
504
$a
Includes bibliographical references
520
$a
In the United States, higher education institutions assess the impact of program- level educational experiences through the process of program-level student learning outcomes assessment. The final step of the assessment cycle is to use assessment interpretations to make changes to educational programming. Nevertheless, few programs can demonstrate the use of assessment results in this way. Perhaps assessment work is missing a key perspective: that of the students it assesses. Cook-Sather, Bovill, and Felton (2014) define student-faculty partnership as "a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis" (p. 6-7.). Research and practice into student-faculty partnership work has demonstrated many positive effects on the teaching, learning, and classroom assessment process. Yet, no work has focused on partnership efforts in program-level assessment. The purpose of this study was to explore the potential to partner explicitly with students in the program and institutional level student learning outcomes assessment process.
520
$a
A grounded theory-based qualitative method was used to generate a framework for practitioners who wish to engage in partnership efforts in program-level assessment. Fifteen experienced higher education professionals and experts in student-faculty partnership provided more than 20 hours of interview and field note data. These data resulted in 6,258 lines of open line-by-line coding. These open codes were consolidated using focused coding, into 191 secondary-level themes. These secondary-level themes were consolidated using focused coding, into 11 primary-level themes. The themes are discussed in relation to their applicability to future student partnership work in program- level assessment and a framework for engaging in this work was developed. This framework was used to outline tentative examples of how student-faculty partnership work might be organized within program-level assessment practices. While in the early stages of prototype efforts, student-faculty partnership has the potential to radically alter the way we engage in program-level assessment.
533
$a
Electronic reproduction.
$b
Ann Arbor, Mich. :
$c
ProQuest,
$d
2018
538
$a
Mode of access: World Wide Web
650
4
$a
Educational psychology.
$3
555103
650
4
$a
Higher education.
$3
1148448
655
7
$a
Electronic books.
$2
local
$3
554714
690
$a
0525
690
$a
0745
710
2
$a
ProQuest Information and Learning Co.
$3
1178819
710
2
$a
James Madison University.
$b
Graduate Psychology-Assessment and Measurement.
$3
1186748
773
0
$t
Dissertation Abstracts International
$g
79-10A(E).
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809551
$z
click for full text (PQDT)
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入