Assessment Strategies for Self-Directed LearningAre we preparing students for a life of tests or for the tests of life?Educators agree that the characteristics of self-directed learners are traits that students will need to succeed in school and in life. Accurately assessing the skills and behaviors of self-directed learning is essential in developing life-long, self-initiated learning habits. Assessment Strategies for Self-Directed Learning provides successful methods for assessing students' progress towards becoming self-managing, self-monitoring, and self-modifying learners. Using practical examples drawn from a variety of classrooms and schools, renowned authors Arthur L. Costa and Bena Kallick present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of continual learning. This hands-on book provides the practical tools that educators need to implement these ideas, including: Classroom activities Sample rubrics Forms, portfolios, questions, and checklists Examples of student work. |
Contents
Chapter 1 Why We Need SelfDirected Learners | 1 |
Chapter 2 The Intellectual Dispositions of SelfDirected Learners | 18 |
Chapter 3 Developing the Capacity for SelfAssessment | 33 |
Chapter 4 Assessing the Conditions for SelfDirected Learning | 69 |
Chapter 5 The Teachers Role in SelfDirected Learning | 98 |
Chapter 6 Adapting the Assessment Strategies for Your School and Classroom | 116 |
Afterword | 139 |
Quotations About SelfDirected Learning | 143 |
| 155 | |
| 159 | |
| 163 | |
Back Cover | 173 |
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Common terms and phrases
ability able achieve actions activities alternative answers apply approach assessment assist aware become begin behaviors beliefs build capacity Chapter classroom complete constructed continuous create creative criteria decisions describe develop directed dispositions dispositions of self-directed draw effective engage environment evaluation evidence example expectations experience feedback feel Figure focus give goals grade growth human ideas improve includes individual instruction intent internal invite knowledge learners lesson listening look manage meaning meeting mind monitor motivation opportunity organization outcomes parents performance person possible practice problem progress questions reflect requires responsibility self-directed learning Self-Modifying Self-Monitoring share shift situations skills solving Sometimes staff standards strategies success suggests task teachers teaching things thinking thoughts tions understand writing
References to this book
The New Taxonomy of Educational Objectives Robert J. Marzano,John S. Kendall No preview available - 2007 |
Keys to Curriculum Mapping: Strategies and Tools to Make It Work Susan Udelhofen Limited preview - 2005 |