Assessment Strategies for Self-Directed Learning

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Corwin Press, 2004 - Education - 170 pages
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A new volume for the Experts In Assessment series focusing on assessing students' abilities as self-directed learners. Self-directed learners are defined as self-managing, self-monitoring, and self-modifying. These three dispositions need to be assessed to determine if they are being internalized and habituated over time. Arthur L Costa and Bena Kallick use "triangulation" to ensure that the assessment system is balanced and complete. Assessment "triangulation" consists of knowledge, performance, and demonstration.

This book promises to gain a lot of interest and attention merely by the fact that it is authored by the Habits of Mind experts.

  

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Review: Assessment Strategies for Self-Directed Learning

User Review  - Rosie - Goodreads

Well written. This book helps you integrate self-directed learning into your current lesson plans. I consider this a vital part of education that is often assumed to be included in our classrooms yet ... Read full review

Contents

Why We Need SelfDirected Learners
1
Assessing as an Essential Component of Learning
2
The Demand for SelfDirected Learners
3
A Natural Human Tendency
5
Defining SelfDirectedness
6
Learning Continuously Through Feedback Spirals
7
The Teacher as a SelfDirected Continuous Learner
8
A Reflection on Learning
13
Principles of Constructivism Guide the SelfDirected Community
78
A SelfAssessment Checklist
84
SelfAssessingSelfModifying Our Craft of Teaching
85
Summary
92
The Teachers Role in SelfDirected Learning
98
Designing Student Work for SelfDirected Learning
99
Creating Classroom Conditions That Enhance Openness to Continuous Learning
102
Getting Students Into the Habit of SelfReflection
107

Summary
15
Organization of the Remainder of This Book
16
The Intellectual Dispositions of SelfDirected Learners
18
What Motivates SelfDirected Learners?
19
Intellectual Dispositions
20
SelfManaging
22
SelfMonitoring
27
SelfModifying
30
Summary
31
Developing the Capacity for SelfAssessment
33
Metacognitive SelfAssessment
35
Importance Efficacy Emotional Response and Motivation
53
Summary
68
Assessing the Conditions for SelfDirected Learning
69
Building a SelfDirected Community for Learning
70
SelfDirected Learning Throughout the System
74
Getting the External Dialogue Internal
110
Modeling
114
Summary
115
Adapting the Assessment Strategies for Your School and Classroom
116
Getting Started in the Classroom
122
From the Classroom to the Building
126
A System Focus
128
Ninety Ways to Bring SelfDirected Learning to Life
129
Summary
137
Afterword
139
Quotations About SelfDirected Learning
143
Selected Resources to Support SelfDirected Learning
155
References
159
Index
163
Copyright

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About the author (2004)

Arthur L.  Costa, Ed.D., is an Emeritus Professor of Education at California State University, Sacramento.  He is Co-Founder of the Institute for Habits of Mind and Co-founder of the Center for Cognitive Coaching. He served as a classroom teacher, a curriculum consultant, and an assistant superintendent for instruction in the Office of the Sacramento County Superintendent of Schools and as the director of educational programs for the National Aeronautics and Space Administration. He has made presentations and conducted workshops in all 50 states as well as on six of the seven continents            
Active in many professional organizations, Art served as president of the California Association for Supervision and Curriculum Development and was the National President of Association for Supervision and Curriculum Development,  from 1988 to 1989.  He was the recipient of the prestigious Lifetime Achievement Award from the National Urban Alliance in 2010.

Bena Kallick, Ph.D  is a private consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and abroad.  Kallick received her doctorate in educational evaluation at Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies for the classroom. Formerly a Teachers' Center director, Kallick also created a children's museum based on problem solving and invention. She was the coordinator of a high school alternative designed for at-risk students.  She is co-founder of Performance Pathways, a company dedicated to providing easy to use software for curriculum mapping and assessment tracking and reporting, an integrated suite. She is presently a strategic advisor for SunGard Public Sector K-12 on behalf of Performance Plus, a transformational new product based on the work of Performance Pathways. She is known for her practical approach to making curriculum mapping and assessment a catalyst for improving teaching and learning.            

Kallick's teaching appointments have included Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and Union Graduate School. She was formerly on the Board of the Apple Foundation, the Board of Jobs for the Future and Weston Woods Institute.  She presently serves on the Board of Communities for Learning.            

Her work with Dr. Art Costa has led to the development of the Institute for Habits of Mind (www.instituteforhabitsofmind.com), an international institute that is dedicated to transforming schools into places where thinking and Habits of Mind are taught, practiced, valued and have become infused into the culture of the school and community. The Institute provides services and products to support bringing the Habits of Mind into the culture of schools and the communities they serve.            

She and Art Costa have just completed an online course for EduPlanet21, a company that is dedicated to Professional Development for Educators using the most contemporary tools and thinking to be successful engaging students as 21st century learners.  In addition, she is the Program Director for this company.

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