Diversity as a Learning Goal: Challenges in Assessing Knowledge, Skills, and Attitudes

Autor/in	Bowers, Pam
Titel	Diversity as a Learning Goal: Challenges in Assessing Knowledge, Skills, and Attitudes
Quelle	In: Assessment Update, 21 (2009) 5, S.3-5 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.215
Schlagwörter	Portfolios (Background Materials); Assignments; Student Evaluation; Thinking Skills; College Faculty; Academic Achievement; Higher Education; Outcomes of Education; Educational Objectives; General Education; Cultural Pluralism; Oklahoma + Suchen Sie Ihr Suchwort? Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung; Denkfähigkeit; Fakultät; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Educational objective; Bildungsziel; Erziehungsziel; Allgemein bildendes Schulwesen; Allgemeinbildung; Kulturpluralismus
Abstract	At Oklahoma State University (OSU), faculty have defined expectations for students' learning of knowledge, skills, and attitudes about diversity, and have implemented a process to assess students' achievement of the diversity learning goal. As was done for other general education learning goals such as written communication ability and critical thinking skills, faculty have instituted a portfolio system in order to assess students' achievement of the institution's diversity learning goal. In the institutional portfolio, samples of students' work (artifacts) are collected from work produced in classes across the university. This central portfolio provides an institutional snapshot of students' achievement of the learning goal. A rubric created by OSU faculty is used to assess students' achievement of the learning outcome as demonstrated in the work included in each of these portfolios. Although all faculty members may not agree with the content of the rubric, they are at least talking about diversity as a learning goal. Faculty members are beginning to ask each other--and themselves--how they are contributing to student learning about diversity in the courses they teach. Whether or not the rubric is the ideal method of assessing student learning about diversity, it is having an impact on the campus as faculty discuss the learning expectations as defined by the rubric and consider class assignments intended to encourage students to learn about diversity. (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10