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Assessing student learning : (Record no. 555)

MARC details
000 -LEADER
fixed length control field	03922cam a2200301 i 4500
001 - CONTROL NUMBER
control field	20036849
003 - CONTROL NUMBER IDENTIFIER
control field	Urbe University
005 - DATE AND TIME OF LATEST TRANSACTION
control field	20241007184835.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field	170926s2018 caua b 001 0 eng
010 ## - LIBRARY OF CONGRESS CONTROL NUMBER
LC control number	2017042567
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number	9781119426936 (pbk.)
040 ## - CATALOGING SOURCE
Original cataloging agency	DLC
Language of cataloging	eng
Transcribing agency	DLC
Description conventions	rda
Modifying agency	DLC
042 ## - AUTHENTICATION CODE
Authentication code	pcc
050 00 - LIBRARY OF CONGRESS CALL NUMBER
Classification number	LB2336
Item number	.S87 2018
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number	378.1/662
Edition number	23
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name	Suskie, Linda A.,
Relator term	author.
245 10 - TITLE STATEMENT
Title	Assessing student learning :
Remainder of title	a common sense guide /
Statement of responsibility, etc	Linda Suskie.
250 ## - EDITION STATEMENT
Edition statement	Third edition.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc	Incorporated, Newark :
Name of publisher, distributor, etc	John Wiley & Sons,
Date of publication, distribution, etc	2018
300 ## - PHYSICAL DESCRIPTION
Extent	xxi, 386 pages :
Other physical details	illustrations ;
Dimensions	28 cm
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc	Includes bibliographical references and index.
505 ## - FORMATTED CONTENTS NOTE
Formatted contents note	List of Tables vii List of Lists ix List of Figure xiii List of Exhibits xv Preface to the Third Edition xix Introduction 1 Part 1 Understanding Assessment Chapter 1 What Is Assessment? 7 Chapter 2 The Many Settings for Student Learning and Assessment 15 Chapter 3 What Are Effective Assessment Practices? 23 Part 2 Laying a Foundation for Assessment Success Chapter 4 Learning Goals: Articulating What You Most Want Students to Learn 39 Chapter 5 Designing Curricula to Help Students Learn What’s Important 63 Chapter 6 How Will Your Evidence of Student Learning be Used? 85 Chapter 7 Planning Assessments in Academic Programs 93 Chapter 8 Planning Assessments in General Education, Co-curricula, and Other Settings 105 Part 3 Building a Pervasive, Enduring Culture of Evidence and Betterment Chapter 9 Guiding and Coordinating Assessment Efforts 117 Chapter 10 Helping Everyone Learn What to Do 127 Chapter 11 Supporting Assessment Efforts 139 Chapter 12 Keeping Assessment Cost-Effective 149 Chapter 13 Collaborating on Assessment 165 Chapter 14 Valuing Assessment and the People Who Contribute 175 Part 4 The Assessment Toolbox Chapter 15 Designing Rubrics to Plan and Assess Assignments 189 Chapter 16 Creating Effective Assignments 205 Chapter 17 Writing Multiple-Choice and Other Objective Tests 215 Chapter 18 Assembling Evidence of Student Learning into Portfolios 235 Chapter 19 Selecting Published Instruments 245 Chapter 20 Other Assessment Tools 259 Chapter 21 Assessing the Hard-to-Assess 273 Part 5 Understanding and Using Evidence of Student Learning Chapter 22 Setting Meaningful Standards and Targets 287 Chapter 23 Summarizing and Storing Evidence of Student Learning 305 Chapter 24 Analyzing Evidence of Student Learning 319 Chapter 25 Sharing Evidence of Student Learning 333 Chapter 26 Using Evidence of Student Learning to Inform Important Decisions 355 References 367 Index 377
520 ## - SUMMARY, ETC.
Summary, etc	Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	College students
General subdivision	Rating of.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element	Educational tests and measurements.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme	Library of Congress Classification
Koha item type	Books

Holdings
Withdrawn status	Lost status	Source of classification or shelving scheme	Damaged status	Not for loan	Collection code	Home library	Current library	Shelving location	Date acquired	Source of acquisition	Total Checkouts	Full call number	Barcode	Date last seen	Price effective from	Koha item type
		Library of Congress Classification			Non-fiction	URBE Library	URBE Library	General Stacks	10/07/2024	Purchase		LB2336 .S87 2018	0965	10/07/2024	10/07/2024	Books
		Library of Congress Classification			Non-fiction	URBE Library	URBE Library	General Stacks	10/07/2024	Purchase		LB2336 .S87 2018	0966	10/07/2024	10/07/2024	Books