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Assessing Undergraduate Learning in Psychology : Strategies for Measuring and Improving Student Performance. 心理学における学部の学習の評価
・ISBN 978-1-4338-3227-7 paper US$ 57.99
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お気に入り
★★★
| 著者・編者 | Nolan, Susan A. / Hakala, C. M. / Landrum, R. E. (eds.), |
|---|---|
| 出版社 | (American Psychological Association, US) |
| 出版年月 | 2020 |
| ページ数 | 278 pp. |
| 言語 | ENG |
| ニュース番号 | ＜657-P6136 658-2427＞ |
解説
This book shows educators how to develop assessments for designing pedagogies, courses, and curricula around student learning goals, including those identified by APA amp rsquo s Guidelines for the Undergraduate Psychology Major.
The contributors are veteran educators who offer expert advice for addressing assessment-driven pressures from individual and institutional stakeholders. They also discuss international pressures as education programs around the world become more interconnected, which requires global cooperation and harmonization.
Using illustrative case examples, the authors provide strategies for assessing students amp rsquo learning, developing institutional assessment plans, and building bridges across institutions and international borders. In addition, they highlight the limitations of assessment, encouraging flexibility in determining what to assess and how to act on and communicate the resulting data. They encourage active, thoughtful engagement to improve student learning, and ensure that today amp rsquo s students are ready to compete in the global economy.
The contributors are veteran educators who offer expert advice for addressing assessment-driven pressures from individual and institutional stakeholders. They also discuss international pressures as education programs around the world become more interconnected, which requires global cooperation and harmonization.
Using illustrative case examples, the authors provide strategies for assessing students amp rsquo learning, developing institutional assessment plans, and building bridges across institutions and international borders. In addition, they highlight the limitations of assessment, encouraging flexibility in determining what to assess and how to act on and communicate the resulting data. They encourage active, thoughtful engagement to improve student learning, and ensure that today amp rsquo s students are ready to compete in the global economy.