Assessment—Process used for improving quality
Assessment—Process
used for improving quality
4.1.1 Overview of Assessment
Peer—feedback is given by a colleague or peer
Real-time—feedback occurs at the same time as the process under study
Self—feedback occurs from studying one’s own process
Attribute (see Factor)—Qualitative or quantitative characteristic of a criterion
4.1.4 Assessment Methodology
Challenge Grant—Seed funding used to encourage the inception and initial development of innovative projects that promote prescribed change
1.3.6 Implementing an Internal Challenge Grant System
Community of practice—Group of people who share a concern or a passion for something they do and who interact regularly to learn how to do it better
Preface
Competency—Ability to perform at a specific level
2.4.5 Learning Outcomes
Concept—General idea derived or inferred from specific instances or occurrences
2.3.9 Forms of Knowledge and Knowledge Tables
Context—Circumstances in which an event occurs; setting
2.3.9 Forms of Knowledge and Knowledge Tables
Criterion—Specific area of quality
4.1.1 Overview of Assessment
Critical thinking—Ability to use and manage intelligence and skills appropriately for tasks or goals across all four domains of knowledge
2.2.5 Overview of Critical Thinking
Design—a systematic, interactive, and iterative development of a process, system, or product to meet a set of specifications
1.4.4 Measuring Quality in Design
Domain—Sphere of functioning/performance
2.3.3 Classification of Learning Skills
Affective—area encompassing attitudinal skills
2.3.6 Affective Domain
Cognitive—area encompassing thinking skills
2.3.4 Cognitive Domain
Psychomotor—area encompassing motor skills
Social—area encompassing interpersonal skills
2.3.5 Social Domain
Empowerment—increased capability resulting from expanded ability, willingness, and support to act
2.3.2 Framework for Implementing Process Education
Enriched learning environment—Alignment of culture, resources, and facilitation to produce high quality learning and personal growth
3.1.1 Overview of Quality Learning Environments
Evaluation—Process for determining quality
1.4.6 Overview of Evaluation
Evidence—Collected information that supports a conclusion
4.1.1 Overview of Assessment
1.4.6 Overview of Evaluation
1.4.1 Overview of Measurement
Facilitation—Actions taken to help others learn
3.2.1 Overview of Facilitation
Factor (see Attribute)—Qualitative or quantitative characteristic of a criterion
4.1.4 Assessment Methodology
Formative—Occurring as something is being developed
4.1.2 Distinctions Between Assessment and Evaluation
Growth/development—Internalization of skills that allows the learner to reach higher levels of performance in one or all domains
1.4.5 Performance Levels for Learners and Self-Growers
2.3.2 Framework for Implementing Process Education
Insight—New and significant discovery gained through observation of a performance
4.1.9 SII Method for Assessment Reporting
Intervention—Facilitator’s interruption during the learning process so student can get back on track
3.2.1 Overview of Facilitation
3.2.7 Constructive Intervention
Knowledge—Awareness or possession of information about facts, ideas, skills, truths, and principles
2.3.9 Forms of Knowledge and Knowledge Tables
Learning—Increasing mastery of factual, conceptual, and procedural knowledge
1.4.5 Performance Levels for Learners and Self-Growers
Active—learning by doing
Collaborative—learning through informal teamwork
Cooperative—learning through formal teamwork
Life-long—learning forever
Learning Styles—Preference to certain kinds of learning environments
2.3.3 Classification of Learning Skills
Learning process—Steps used to learn
2.3.8 Learning Process Methodology
Learning outcomes—Expectations of what students can do at the end of a learning experience
2.4.5 Learning Outcomes
1.4.1 Overview of Measurement
Measure—A basis for comparison; A device used for measuring
1.5.5 Identifying Performance Measures for a Program
Measurement—The process of determining the level of performance
1.4.1 Overview of Measurement
Mentoring—Guiding a person who desires to improve in areas of mentor’s expertise
4.2.1 Overview of Mentoring
Metacognition—Self-awareness and self-control
2.3.3 Classification of Learning Skills
Methodology—Multiple-step models for complex processes
2.3.7 Learning Processes through the Use of Methodologies
2.4.16 Methodology for Creating Methodologies
Model—Representation of reality useful for explaining concepts and providing a rational basis for decisions
2.3.8 Learning Process Methodology
Motivation—A complex amalgam of all the influences active at a point in time that result in an organism’s "movement" toward a goal
2.2.7 Understanding Motivation and Self-Regulation Theories
Objective—General purposes for a process or experience
2.4.1 Overview of Instructional Design
Outcome—End result
2.4.5 Learning Outcomes
Performance—Means by which one accomplishes an action or task
1.2.1 Theory of Performance
2.3.1 Introduction to Process Education
Practice—Common methods used by a specific discipline/community
2.3.2 Framework for Implementing Process Education
Problem-Solving—A process whereby a "best" outcome is determined for some situation, subject to certain constraints
2.5.3 Distinguishing Between Problem Solving, Design, and Research
2.2.6 Overview of Problem-Solving
Process—A series of actions that add value to a final result
2.3.9 Forms of Knowledge and Knowledge Tables
Process Education—An an educational philosophy, driven by studies of performance, that emphasizes continuous development of learning skills, the use of assessment principles, and mentoring to produce self-growth (Empowerment is the ability to process life’s challenges versus life’s challenges processing you.)
2.3.1 Introduction to Process Education
2.3.2 Framework for Implementing Process Education
Qualitative—Relating to the general qualities that can describe the level of performance or a product
2.5.2 Research Methodology
Quantitative—Relating to the numerical values that can describe the level of performance or a product
2.5.2 Research Methodology
Reflection—A thought or opinion resulting from careful consideration
4.1.9 SII Method for Assessment Reporting
3.4.4 Team Reflection
Reliability—Ability to get similar results when repeating a process
1.4.1 Overview of Measurement
Research—Systematic, unbiased investigation used to increase knowledge and understanding (see also Qualitative and Quantitative)
2.5.2 Research Methodology
2.5.3 Distinguishing Between Problem Solving, Design, and
Research
Rubric—Verbal description of performance levels
1.4.2 Fundamentals of Rubrics
SII—Tool for assessment feedback that focuses on strengths, areas to improve, and insights
4.1.9 SII Method for Assessment Reporting
Summative—Occurring at the end of a development period
4.1.2 Distinctions Between Assessment and Evaluation
Strategic Planning—Structured, informed, and participative process that results in decisions and actions which position an entire organization to work together at the institutional, unit (or departmental), and program levels toward a desired end state
1.3.2 Academic Strategic Planning—The Basics
Team—People who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable
3.4.2 Designing Teams and Assigning Roles
Theory—A comprehensive, internally consistent system of ideas about a set of phenomena as a complement to ‘practice’
2.3.2 Framework for Implementing Process Education
1.2.1 Theory of Performance
Validity—Ability to know that the measurement process actually measures what it claims to measure
1.4.1 Overview of Measurement