Assessing Learner-Centredness through Course Syllabi

Autor/inn/en	Cullen, Roxanne; Harris, Michael
Titel	Assessing Learner-Centredness through Course Syllabi
Quelle	In: Assessment & Evaluation in Higher Education, 34 (2009) 1, S.115-125 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Undergraduate Study; Models; Scholarship; Organizational Change; Course Descriptions; Teaching Methods; Higher Education; Administrators; Evaluation; Scoring Rubrics; Faculty Development + Suchen Sie Ihr Suchwort? Grundstudium; Analogiemodell; Scholarships; Stipendium; Organisationswandel; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Scoring formulas; Auswertungsbogen
Abstract	One attempt to revitalise undergraduate education has been by shifting the dominant pedagogy to a learner-centred focus and supporting an emphasis on the scholarship of teaching and learning. The discussion regarding efforts to refocus undergraduate education to be more intentional by moving towards a learner-centred paradigm is encouraging, yet it is crucial to acknowledge that most of the effort and literature on the learner-centred paradigm and the scholarship of teaching and learning have necessarily focused on strategies for the classroom. It is equally important for administrators to consider the impact of the paradigm shift on their roles. Assessment and evaluation are the very core of the learner-centred paradigm. Assessment is both the single-most important gage of learning that drives the educational process and the most effective means of implementing institutional change. In this article, the authors offer a means of assessing the degree of learner-centredness in current teaching practices through a systematic review of course syllabi. Using a rubric developed for this purpose the authors have reviewed course syllabi in order to develop a benchmark for the degree of learner-centredness present in current teaching practices and employed the results as a vehicle for planning professional development. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10