Assessment Strategies for Self-Directed Learning
Are 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 Assessment Strategies for Self-Directed Learning offers a more balanced and complete evaluation method that includes classroom-based assessments that complement state-based assessments. Authors Costa and Kallick illustrate the means to develop and cultivate the intellectual dispositions of self-evaluation and self-correction in all students.
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Chapter 1 Why We Need SelfDirected Learners
Chapter 2 The Intellectual Dispositions of SelfDirected Learners
Chapter 3 Developing the Capacity for SelfAssessment
Chapter 4 Assessing the Conditions for SelfDirected Learning
Chapter 5 The Teachers Role in SelfDirected Learning
Chapter 6 Adapting the Assessment Strategies for Your School and Classroom
Quotations About SelfDirected Learning
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2004 by Corwin ability achieve actions affinity chart Arthur L Assessment Strategies aware become behaviors beliefs Bena Kallick checklist clarifying classroom constructivism continuous learning Corwin Press Costa and Bena create creative criteria curriculum develop directed learning dispositions of self-directed Edmonton Public Schools effective empathy Encinal High School engage environment evaluation evidence example experience Experts in Assessment Feedback Spirals Figure Flexible focus Garmston Glenora goals grade growth human ideas improve instruction intellectual dispositions knowledge learners lesson listening Marzano meaning meaning-making meeting standard metacognitive metacognitive strategies mind monitor motivation one’s outcomes parents perceptual position performance person Peter Senge portfolio problem problem-solving questions reflect responsibility rubric self-assessment self-directed learning self-evaluation Self-Managing Self-Modifying Self-Monitoring share skills solving staff Strategies for Self-Directed student learning Sylvia Robinson task teaching thinking Thousand Oaks tions understand usually behave writing www.corwinpress.com