Welcome to the InfoSci Platform
Reference Hub1
Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning

Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning

Colleen M. Halupa
Copyright: © 2022 |Pages: 23
ISBN13: 9781668451953|ISBN10: 1668451956|ISBN13 Softcover: 9781668451991|EISBN13: 9781668451960
DOI: 10.4018/978-1-6684-5195-3.ch002
Cite Chapter Cite Chapter

MLA

Halupa, Colleen M. "Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning." New Perspectives on Using Accreditation to Improve Higher Education, edited by Eglantina Hysa and Russell Foote, IGI Global, 2022, pp. 26-48. https://doi.org/10.4018/978-1-6684-5195-3.ch002

APA

Halupa, C. M. (2022). Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning. In E. Hysa & R. Foote (Eds.), New Perspectives on Using Accreditation to Improve Higher Education (pp. 26-48). IGI Global. https://doi.org/10.4018/978-1-6684-5195-3.ch002

Chicago

Halupa, Colleen M. "Redesigning Assessment: Transitioning From Measuring Immediate Knowledge to True Learning." In New Perspectives on Using Accreditation to Improve Higher Education, edited by Eglantina Hysa and Russell Foote, 26-48. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5195-3.ch002

Export Reference

Mendeley
Favorite

Abstract

This chapter provides a practical guide for university faculty on how to construct assessments that measure true student learning rather than recall and immediate knowledge. Guidance on the use of assessment to align and scaffold student learning to meet both course and programmatic outcomes is provided. The major portion of this chapter deals with the discussion of assessment types that are appropriate to measure the six different levels of Bloom's taxonomy at both the course and program level to assist students in attaining skills in analysis, evaluation, and synthesis of content. The chapter includes a discussion on variety and authenticity in assessment as well as consideration of student learning styles. The use of grading and mastery rubrics to measure performance on assessments is also included to provide a rounded approach to the assessment process.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.