NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ868234
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0009-1383
When Faculty Assess Integrative Learning: Faculty Inquiry to Improve Learning Community Practice
Lardner, Emily; Malnarich, Gillies
Change: The Magazine of Higher Learning, v41 n5 p29-35 Sep-Oct 2009
The "little blue book"--an affectionate title used by admirers of Student Assessment-as-Learning at Alverno College--is written (rather stunningly) "by the Alverno College Faculty." The story behind this paradigm-shifting work on assessment underscores the vital role faculty inquiry plays in institutional and system-wide educational reform--if this inquiry is organized to think through pressing questions. In this article, the authors examine how a set of questions from a collaborative assessment protocol used by teachers in the Harvard Graduate School of Education's Project Zero--and adapted by Veronica Boix-Mansilla for Washington Center's National Project on Assessing Learning in Learning Communities--led to valuable insights regarding the fourth essential learning outcome associated with college learning for this century: integrative learning. (Contains 15 resources.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington; Wisconsin