Summary
Contents
Subject index
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.
Why We Need Self-Directed Learners
Why We Need Self-Directed Learners
Most states in the United States and several provinces in Canada have imposed extraneous standards for learning. They have implemented externally administered assessments tied to these standards or coupled high school graduation to passing such assessments. Extrinsic accountability links teacher evaluation and even merit pay to increases in test scores. In some states school principals are held accountable for gains in standardized test scores. In the current politics of education, the key to school success is higher test scores. Such practices shift the focus toward the transmission of test-related information, making it difficult to embrace and sustain curriculum and instructional strategies designed for individual meaning-making and personal, self-directed learning. We may be contributing to a generation ...
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