Books > Social sciences > Education > Organization & management of education > Examinations & assessment
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Improving Writing and Thinking Through Assessment (Hardcover, New)
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Improving Writing and Thinking Through Assessment (Hardcover, New)
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Improving Writing and Thinking through Assessment is designed to
help individual faculty and administrators select assessment
approaches and measures to maximize their students' writing and
thinking. The book offers useful guidance, through presentation of
recommended assessment guidelines and measurement principles in
Part 1 and applications from a variety of contributors in Part 2.
It addresses a wide range of audiences, including instructors who
want to assess and thus foster writing and thinking in their
courses, administrators and instructors planning to assess writing
and thinking at the program or institutional level, and graduate
students interested in improving students' writing and critical
thinking. This book is more guide than "cookbook." By providing
comprehensive standards and criteria that help individuals or teams
develop plans and measures to improve writing and thinking, the
book should be helpful for academic and Student Affairs
administrators and faculty - as the principles apply equally to all
engaged in assessment. Contributors, representing a wide range of
educators, illustrate many of the approaches and methods described
in the theoretical section of the book using a variety of
assessment strategies at both classroom and program levels. Readers
will see how different types of institutions, both private and
public as well as undergraduate and graduate, have designed
assessment strategies and plans to gauge and enhance writing and
thinking growth in the classroom and across programs. They candidly
describe challenges encountered and solutions they adopted or
suggest. These chapters reflect approaches and perspectives from
various discourse communities - including writing program
administrators, composition faculty, assessment professionals, and
individual faculty representing several disciplines. The author
argues the urgent need to develop strong writers and thinkers. She
discusses challenges and obstacles, but underscores the necessity
for more faculty involvement and institutional commitment. This
book will help institutions and individual faculty design and
implement sound, meaningful assessment strategies to foster
effective writing and thinking that will both advance the goals of
the institutional mission and meet faculty's disciplinary
objectives and scholarly concerns.
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