In order to make appropriate changes to improve your teaching andyour students? learning, first you need to know howyou?re teaching now. Figure it out for yourself andinvigorate your teaching on your own terms! This practical evidence-based guide promotes excellence in teachingand improved student learning through self-reflection andself-assessment of one?s teaching. Phyllis Blumberg starts byreviewing the current approaches to instructor evaluation anddescribes their inadequacies. She then presents a new model ofassessing teaching that builds upon a broader base of evidence andsources of support. This new model leads to self-assessmentrubrics, which are available for download, and the book will guideyou in how to use them. The book includes case studies of completedcritical reflection rubrics from a variety of disciplines,including the performing and visual arts and the hard sciences, toshow how they can be used in different ways and how to explore therichness of the data you?ll uncover.

The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making.

This new edition retains the appeal, clarity and practicality that made the first so successful, and continues to provide a fundamental introduction to the principles and purposes of rubrics, with guidance on how to construct them, use them to align course content to learning outcomes, and apply them in a wide variety of courses, and to all forms of assignment. Reflecting developments since publication of the first edition, the authors have extended coverage to include: * Expanded discussion on use of rubrics for grading * Grading on-line with rubrics * Wider coverage of rubric types (e.g., holistic, rating scales) * Rubric construction in student affairs * Pros and cons of working with "ready-made" rubrics * Using rubrics to improve your teaching, and for SoTL * Use of rubrics in program assessment (case study) * Application of rubrics in the arts, for study abroad, service learning and students' independent learning * Up-dated literature review