THE ASSESSMENT PRIMER:
Creating a Flow of Learning Evidence  

        by Ruth Stiehl and Les Lewchuk

Drawing from our previous two books, The OUTCOMES and The MAPPING Primers, in The ASSESSMENT Primer we put learning assessment in context with the whole outcomes-based curriculum process.

This book is an attempt to blur the boundaries of the college curriculum—the curriculum development process, the outcomes, the content, the assessment, the community, the journey itself. We will measure our success by the extent to which it forces us to think in new ways, even using story to create a new language with imaginative powers.

The ASSESSMENT Primer relies heavily on the use of the river as a metaphor for guiding learning and assessing that learning.

 

THE ASSESSMENT PRIMER:
Creating a Flow of Learning
Evidence

ISBN 978-0-9637457-5-0
167 pages. Composite coil bound
© 2008

Published by
The Learning Organization

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. . . a model to visualize learning outcomes and the flow of learning evidence . . .

 

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Table of Contents

Preface Blurred Boundaries
Mr. Fox, . . . you should have remained in Boston.

Part 1 Re-envisioning Learning and Assessment
It’s all a question of story. We are in trouble just now because we do not have
a good story.

Part 2 Reconstructing the College Curriculum: Our Journey
Unlike ponds and lakes, rivers go somewhere. They invite you to travel with them.

Part 3 Getting Clear About Learning Assessment: What the River Says
You can get a few who don’t understand about the river at all.

Part 4 Creating a Flow of Evidence
Rivers have much to tell us...but we must each figure out what they have to say.

Part 5 The Narrows—Part 1: Defining What’s Good
I focus on a rock jutting up to the surface just off the left shore.

Part 6 The Narrows—Part 2: Creating Assessment Tools
There is nothing softer and weaker than water, and yet there is nothing
better for attacking hard and strong things.

Part 7 The Confluence: Tracking Evidence
No river that joins another remains unaltered.

Part 8 The Minor Eddy: Making Program Adjustments
We all yearn for some pause in the river, an eddy, where the water slows and
circles back upstream.

Part 9 The Major Eddy: Conducting a Formal Program Review
I have learned from the river, everything returns.

Epilogue The Scouting Stop

Related Readings

For a more complete Table of Contents, please see Excerpt

 

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FEATURES

• A functional mental model and language to provide visual imagery of the systemic and systematic nature of learning and assessment
• Specific guidance to faculty in creating authentic assessment tools and using learning evidence to improve programs
• Samples of tools tailored to the different purposes of learning assessment
• Using outcome statements and program maps to facilitate assessment planning
  

AUTHORs

Dr. Ruth Stiehl is best known in community college circles as a thought leader in the area of systemic thinking as it applies to learning and learning organizations. Currently, Ruth consults with community and technical colleges in the United States and Canada.

Dr. Les Lewchuk has extensive experience and expertise in instructional systems development and curriculum design where he has successfully developed and implemented a variety of online, print and other non-traditional learning strategies.

 

For a more complete author bio, please see About Us

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