Developing Outcomes-Based Assessment for Learner-Centered Education

Amy Driscoll retired from California State University, Monterey Bay as the founding Director of Teaching, Learning, and Assessment and from Portland State University as Director of Community/University Partnerships. For the last 11 years, she has coordinated and taught in the Assessment Leadership Academy, a year-long program for faculty and administrators, and consulted nationally and internationally. She co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Swarup Wood in 2007. Swarup Wood is Professor of Chemistry and currently serves as Interim Director of General Education and Coordinator of First Year Seminar at California State University Monterey Bay where he has worked since 1997. He co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Amy Driscoll in 2007.

"The personal approach of this book reads like a conversation with the authors, making it feel manageable. The case studies that begin each chapter provide a realistic perspective of the pitfalls and successes of outcomes-based education. There are many useful tools and perspectives provided throughout this book for faculty and administrators. The concept of creating a learning-centered environment is not new, but is clearly articulated throughout thus book. For institutions engaging in this kind of educational approach this is an excellent resource."Journal of College Student Development“A robust, lively, and instructive narrative about building a culture of inquiry, this is a must-read for faculty, staff, and campus leaders. Driscoll and Wood describe and chronicle all of the successes and challenges they encounter as they collaborate with their colleagues to establish a meaningful and sustainable commitment to assessing student learning.”Peggy Maki"Assessment is not just about instruments and evidence. It’s about people and relationships, as this volume beautifully illustrates. Built around stories about what happens when educators put their heads together to focus on student learning, it provides an up-close and personal account of stumbling blocks, break-throughs, and successful strategies for harnessing assessment to valued educational outcomes."Pat Hutchings, Vice President, The Carnegie Foundation for the Advancement of Teaching

• Why Develop Outcomes for Assessment and Learning? Why Not?; 2. A Culture for Faculty Learning about Outcomes-Based Assessment. Honoring and Addressing the Realities; 3. Outcomes—Articulating Our Learning Expectations; 4. Student Evidence. Designing Assignments and Assessments for Diverse Learners; 5. Criteria and Standards for Assessment. No Longer a Faculty Secret; 6. Faculty Responses to Development of Outcomes-Based Assessment Protocols; 7. Going beyond Making Assessment “Public and Visible”; 8. Alignment. Making Explicit Connections between Teaching Decisions and Learning Outcomes; 9. Reviewing and Analyzing Student Evidence. Constructivist Faculty Development; 10. Faculty Responses to Assessment of Student Evidence; 11. Moving to Outcomes-Based Assessment and Learner-Centered Education through the Scholarship of Teaching, Learning, and Assessment; Faculty Teaching Vignette One. Connection, Reflection, and Assessment. Assessing Learning Outcomes in a Multicultural Conflict Resolution Course; Faculty Teaching Vignette Two. Graphic Organizers Guide Students to Achieve Multiple Learning Outcomes. Constructing Meaning in a Community-Based Watershed Restoration Course; Faculty Teaching Vignette Three. First-Year Seminar. Orienting Students to Outcomes-Based Education; Commencement Speech; Assessment Web Site Resource List; Glossary; Annotated Bibliography; Index.