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Accrediting Body |
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a non-governmental
organization that evaluates the effectiveness of an institution to
determine whether to confer accreditation status. Accrediting bodies
also advise institutions prior to the final evaluation on desired
improvements. |
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Related Terms |
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Extended Definition |
Accreditation is
a status granted to an educational institution or program that has been
found to meet or exceed stated criteria for quality. The process of
accreditation gives a reasonable assurance of the quality of education
offered within an institution, and the process itself can often assist
in the improvement of the program or institution.
The bodies conducting institutional accreditation are national or
regional in scope, and are comprised of institutions that have achieved
and maintain accreditation. The accreditation process follows a common
pattern that includes a detailed self-study by the institution or
program, a visit by an accreditation committee to evaluate the
performance of key stakeholders within the academic setting, followed by
a review and decision made by the larger accrediting body.
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Sources |
1.4.6 Overview of
Evaluation
New England
Association of Schools and Colleges, Commission on Institutions of
Higher Education:
http://www.neasc.org/cihe/ciherole.htm
Related Modules:
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Active
Learning |
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a mode of learning
which puts learners in situations where they are asked to take
responsibility for their own learning, thus becoming highly engaged in
the construction of knowledge |
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Related Terms |
Cooperative learning, problem-based learning, experiential learning,
process-oriented guided-discovery learning |
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Extended Definition |
In active learning contexts, learners
often work in teams guided by thoughtfully designed learning activities
which lead them to discover or construct their own understanding or to
apply that understanding to solve problems. The key factor is not that
learners are physically active, but that they are cognitively active,
deeply engaging with the material in a way that enables better recall
and ability to transfer learning to new problems and settings.
Well-designed active learning activities give learners opportunities to
build metacognitive skills such as recognizing when they understand
something and when they need more information, finding strategies to
better understand someone else’s meaning, evaluating the strength of
particular claims, and building their own theories and testing them. A
broad set of instructional methods fall under active learning. These
include cooperative learning, problem-based learning, experiential
learning, and guided discovery |
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Sources |
http://en.wikipedia.org/wiki/Active_learning
Bean, J. C. (1996). Engaging ideas: The professor’s guideto
integrating writing, critical thinking and active learning in the
classroom. San Francisco: Jossey-Bass.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active
learning: Cooperation in the college classroom. Edina, MN:
Interaction.
3.3.3
Process-Oriented Guided-Inquiry Learning |
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Activity |
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(see also Learning Activity
and
Instructional Design) the core
unit of instructional design which organizes a unit of time, in or out
of class, to address a subset of course learning outcomes (Overview of
Learning Activities:
http://www.pcrest.com/efgb4/2/2_4_13.htm). |
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Related Terms |
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Extended Definition |
Learning activities
vary widely, from the delivery of knowledge (lecture) to the development
of student learning skills (problem solving).
2.4.13 Overview of Learning Activities |
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Activity Design |
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the process by which
learning experiences are planned to systematically take into account how
learners make sense of new information, how they acquire new skills, or
how they develop a new way of being, and design activities so that the
learning leads to the achievement of the course and program outcomes.
(Overview of Learning Activities:
http://www.pcrest.com/efgb4/2/2_4_13.htm).(see also
Instructional
Design) |
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Related Terms |
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Extended Definition |
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Sources |
2.4.13 Overview of Learning
Activities |
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Adult
Learning |
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the concept that the
needs and methods of adult learners are different from those of
children. Adults are more self-directed and draw upon their experiences,
and can envision how learning can be applied in work or performance
contexts. |
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Related Terms |
Andragogy |
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Extended Definition |
The idea that the study
of how adults learn (andragogy) is different from that of how children
learn (pedagogy) originates from Malcolm Knowles, who is regarded as the
“father of adult education.” He describes adult learners as more
independent or self-directed, more apt to draw on a wealth of past
experiences as a basis on which to build learning, more apt to want to
apply their learning to tasks that they are involved in, and want to use
it to improve their performance. More recently, Robert Kegan has
characterized adult education as changing how we know, not just what we
know. This transformational learning ideally leads to the empowerment of
the learner. |
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Sources |
2.1.2 Adult Learning Theories in
Process Education |
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Angel (see Virtual Learning Environment) |
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Assessment/Assessing |
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[process]
determining the quality of a performance, work product, or skill through
measurement and analysis, and giving feedback that documents progress
(strengths) and makes suggestions for improving future performance
(areas for improvement). |
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Related Terms |
Assessor
n. the person who is giving the assessment feedback
Assessee
n. the person
whose performance, work product, or learning skill(s) is being assessed
Peer
Assessment
n.
feedback is
given by a colleague or peer
Self-Assessment
n. is related to metacognition and insight, and has to do with
looking objectively at one’s own performance
Real-time Assessment
n. feedback is given at the time of the performance
Formative Assessment
n. an assessment process that anticipates an eventual evaluation
and is conducted to help the performer to improve his or her performance
to meet the expectations of that evaluation
SII
Method (of Assessment Reporting)
a method of recording and reporting assessment findings which includes a
description of the strengths of the performance, the areas in which the
performance may be improved, and insights the assessor had while
observing and reflecting on the performance. |
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Extended Definition |
Assessment
is performed for the benefit of the one who is being assessed, and it is
often requested and initiated by the assessee. As such, both the
assessee and assessor should understand and agree on the criteria upon
which the assessment will be based as well as the measurements that will
be taken. Since the focus of assessment is to help the assessee to
improve performance, assessment feedback is should be documented, and
should include explicit description of what was done well, as well as
suggestions for improvement. Frequent assessment helps learners become
more aware of their own thinking, and can be a source of information
that guides future actions. Assessment differs from evaluation, which
is a process controlled by the person giving the evaluation and which
focuses on whether a pre-determined level of quality has been achieved. |
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Sources |
http://www.pcrest.com/LO/EA/1.htm
4.1.1 Overview of Assessment
4.1.2 Distinctions Between Assessment
and Evaluation
4.1.9 SII Method for Assessment
Reporting |
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Assessment Culture |
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a set of predominating attitudes and
behaviors that influence the functioning of a group or organization
toward practicing and refining the habits of using continuous
assessment. |
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Related Terms |
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Extended Definition |
The creation of an assessment culture
involves individual stakeholders at all levels consistently valuing
people for what they can do, and striving to elevate the quality of
their performance across their organizational roles. An assessment
culture does not focus on perfection within static performances, but
rather on improving future performances within a dynamic environment to
foster the growth of each individual within the culture. They are
committed to providing frequent, honest, and high-quality feedback to
each other using positive, empathetic language. A well-developed
assessment culture results in a high-energy environment, paving the way
for meaningful changes, growth, and organizational and individual
accomplishments. |
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Sources |
4.1.5 Moving Toward an Assessment
Culture |
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| ADDIE Model of
Instructional Design |
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a model of
instructional design that begins with a consideration of the outcomes
ultimately desired from the program, course, or activity, and uses them
as a basis for design and as a standard against which to measure
success. ADDIE stands for the five stages of development: analysis,
design, development, improvement, and evaluation. |
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Appreciative Inquiry |
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an approach to small group discussion that
focuses attention on positive solutions and ideas rather than on
critical views that analyze situations by looking at flaws. A key
supporting idea is that what we talk about is what we give strength to,
and so by focusing on positive aspects of change we are more likely to
achieve what we desire. |
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Related Terms |
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Extended Definition |
Appreciative Inquiry is a product of the
positive psychology and organizational change movements developed in the
1980s by David Cooperrider and his colleagues at Case
Western Reserve University (Cooperrider &
Sekerka, 2003). It follows a four-phase model known as the 4-D Cycle.
The discovery phase aims to identify what is best in the current
situation. The dream phase focuses on a possible positive. The design
phase involves planning work to achieve the end state. Finally the
destiny phase yields action plans to achieve the design statements. |
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Sources |
3.2.4 Appreciative Inquiry—A Tool for
Transformational Learning
Cooperrider, D., & Sekerka, L. (2003). Toward a theory of positive
organizational change. In K. Cameron (Ed.), Positive organizational
scholarship: Foundations of a new discipline
(pp. 225-240). San
Francisco: Berrett-Koehler. |
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