Stylus Publishing (VA) Assessing for Learning: Building a Sustainable Commitment Across the Institution

Review Peggy Maki's text as a whole represents a comprehensive and realist approach to assessment and constructs a notion of assessment that is an uncommon blend of the pragmatic and sustainable, meaningful and valuable, theoretical and practical. Maki has artistically drawn together esoteric, philosophical foundations with pragmatic, real-world applications from which nearly any assessment practitioner will benefit... The second edition of Assessing for Learning verges on being a seminal work in higher education assessment scholarship.-- "The Review of Higher Education" (6/1/2012 12:00:00 AM)This is a welcome second edition for Maki's well-known tome on assessment and learning. This volume stands out as a sentinel work in the area for three reasons. First, it is a comprehensive account of sustainable assessment across educational institutions. In this regard it looks at assessment not so much as something that occurs in universitites and colleges but as something that defines them. Second, it provides a range of practical strategies that have been well tested at the coalface of learning, that is, with students in classrooms and other educational settings. Finally, it provides a well-grounded practical focus without sacraficing conceptual depth. The book provides a wealth of theoretical material which creates and sustains a strong context for learning. This book is highly recommended.--Richard Rymarz, St. Joseph's College, University of Alberta "Teaching Theology and Religion" (4/18/2013 12:00:00 AM) Product Description Argues that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. Maki believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions. In addition to updating and expanding the contents of the first edition she focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. About the Author Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students' equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student AssessmentMeeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education's (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities' (AAC&U's) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.