Promoting Faculty Expert Judgement and Institutional Change by Facilitating the Use of Learning Outcomes Assessment Tools: Analyses of Pioneering Efforts

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  • 学修成果アセスメント・ツール活用支援を通したエキスパート・ジャッジメントの涵養と大学組織の変容 --先駆的事例の分析--
  • ラウンドテーブル報告 学修成果アセスメント・ツール活用支援を通したエキスパート・ジャッジメントの涵養と大学組織の変容 : 先駆的事例の分析
  • ラウンドテーブル ホウコク ガクシュウ セイカ アセスメント ・ ツール カツヨウ シエン オ トオシタ エキスパート ・ ジャッジメント ノ カンヨウ ト ダイガク ソシキ ノ ヘンヨウ : センクテキ ジレイ ノ ブンセキ

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Abstract

The growing societal demand for the assessment of higher education learning outcomes not only at a course level, but also at a program level, have mobilized academics to redefine disciplinary and transversal reference points. Within this context, initiatives have emerged in the United States, the European Union, and Japan, aiming to generate shared understandings of higher education learning outcomes by engaging faculty members in the development of assessment tools such as “assignments, ” “test items, ” and “rubrics” that clarify the relationship between abstract program-level learning outcomes and concrete course-level learning outcomes. Focusing on these initiatives, this study will examine how faculty are fostered expert judgement for defining, teaching, and assessing higher education learning outcomes. The study also identifies necessary conditions in which faculty are able to function as change agents toward the institutional adoption of a learning systems paradigm.

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