Assessment Strategies for Self-Directed Learning
The authors present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of self-directed learning. |
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 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 Reprinted from Assessment responsibility Reuven Feuerstein 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