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Title: Student-Focused Learning and Assessment

Student-Focused Learning and Assessment

Involving Students in the Learning Process in Higher Education

by Natasha A. Jankowski (Volume editor) Gianina R. Baker (Volume editor) Erick Montenegro (Volume editor) Karie Brown-Tess (Volume editor)
©2020 Monographs XII, 232 Pages
Education

Summary

This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Table of Contents
  • List of Illustrations
  • List of Tables
  • List of Abbreviations
  • PART I: Setting the Stage
  • Introduction
  • 1. Student Perceptions of and Involvement with Assessment in Higher Education
  • 2. Student-Faculty Partnership: A New Paradigm for Assessing and Improving Student Learning
  • PART II: Assessment in Practice
  • 3. Giving Students a Voice in Assessment through Focus Groups
  • 4. Student Assessment Scholars: Cultivating and Empowering Student Voice in Assessment
  • 5. Enabling Student-led Design of the Learning Experience
  • PART III: Reflecting on Practice
  • 6. Designing a Co-Created Course: A Case Study of an Undergraduate Mathematics Teacher-Education Class
  • 7. Reviving a Lost Opportunity
  • 8. Elevating Creative Thinking
  • PART IV: Future Directions
  • 9. Focus on Students and Equity in Assessment to Improve Learning
  • 10. Future Directions of Student-Focused Learning and Assessment
  • About the Contributors
  • Index

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Illustrations

Figure 2.1. Example Program Theory

Figure 2.2. Example Program-level Student Learning Outcomes Assessment Cycle.

Figure 4.1. Current Assessment Paradigm

Figure 4.2. Framework for Partnership in Learning and Teaching

Figure 4.3. Student Assessment Scholars Framework

Figure 5.1. Ladder of Student Participation in Curriculum Design

Figure 5.2. Healey, Flint, and Harrington (2014) Model of Partnership Learning Communities

Figure 7.1. Summer Learning Design Studio 2013 Curriculum Statement

Figure 8.1. Creativity Rubric

Figure 9.1. Traditional Assessment Cycle

Figure 9.2. A Revised Cycle for Student-Focused Assessment

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Tables

Table 2.1. U.S./U.K. Vocabulary Guide—Definitions and Translations

Table 2.2. Example Topics for Student Partnership Course

Table 6.1. Revisions to Assignment Tasks

Table 6.2. Assignment Modifications

Table 9.1. Questions to Consider at Each Stage of the Student-Focused Assessment Cycle

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Abbreviations

AAC&U

Association for American Colleges and Universities

BYU

Brigham Young University

CAT

Consensual Assessment Techniques

CIRP

Cooperative Institutional Research Program

CRT

Critical Race Theory

CSS

College Senior Survey

DLE

Diverse Learning Environment

EHEA

European Higher Education Area

EUSA

Edinburgh University Students’ Association

GEES

Geography, Earth, and Environmental Sciences

GPA

Grade Point Average

HEA

Higher Education Academy

HEIs

Higher Education Institutions

HERI

Higher Education Research Institute

HIPs

High-Impact Practices

IAD

Institute for Academic Development

LGBTQIA

Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual

MAP

Measures of Academic Proficiency

MFA

Master of Fine Arts

NAAC

National Assessment and Accreditation Council

NCLB

No Child Left Behind Act of 2001

NILOA

National Institute for Learning Outcomes Assessment

NSSE

National Survey of Student Engagement

PASS

Programme Level Assessment

QAA

Quality Assurance Agency

SAIRO

Student Affairs Information & Research Office

SaLT

Students as Learners and Teachers

SAP

Student Academic Partners Program

SAT

Scholastic Aptitude Test

SATAL

Students Assessing Teaching and Learning Program

SCAD

Savannah College of Art and Design

SCOT

Students Consulting on Teaching

SDS

Summer Design Studio

SOI

Structure of the Intellect Model

SoLT

Scholarship of Teaching and Learning

StAMP

Student Academic Mentoring Program

STEM

Science, Technology, Engineering, and Mathematics

SU

Student Union

TTCT

Torrance Tests of Creative Thinking

ULTRIS

Undergraduate Learning and Teaching Research Initiative Scheme

URPI

Undergraduate Research Partnership Initiative

UNC-C

University of North Carolina-Charlotte

UK

United Kingdom

U.S.

United States

VALUE

Valid Assessment of Learning in Undergraduate Education

WPS

Wabash-Provost Scholars Program

WSU

Washington State University

←xii | 1→

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Part I: Setting the Stage

←1 | 2→ ←2 | 3→

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Introduction

NATASHA A. JANKOWSKI & GIANINA R. BAKER

Details

Pages
XII, 232
Publication Year
2020
ISBN (PDF)
9781433180507
ISBN (ePUB)
9781433180514
ISBN (MOBI)
9781433180521
ISBN (Hardcover)
9781433180064
DOI
10.3726/b16909
Language
English
Publication date
2021 (January)
Published
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XII, 232 pp., 11 b/w ill., 5 tables.
Product Safety
Peter Lang Group AG

Biographical notes

Natasha A. Jankowski (Volume editor) Gianina R. Baker (Volume editor) Erick Montenegro (Volume editor) Karie Brown-Tess (Volume editor)

Natasha A. Jankowski serves as Director of the National Institute for Learning Outcomes Assessment (NILOA) and Research Associate Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. Gianina R. Baker, Assistant Director, provides support to the Director and is assisting with the development and maintenance of partnership networks under the Lumina Foundation for Education grant at NILOA. Karie Brown-Tess has taught in math classrooms in Florida and in Illinois and is currently pursuing her PhD in Curriculum and Instruction emphasizing in mathematics and agency. Erick Montenegro, Communications Coordinator and Research Analyst, is responsible for NILOA’s integrated communications effort including developing media, maintaining the website, promoting activities that benefit NILOA and its partners, and providing access to resources for NILOA’s various audiences and stakeholder groups.

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Title: Student-Focused Learning and Assessment