Assessment strategies for self-directed learning

Assessment Strategies for Self-Directed Learning

Volumn , Issue , 2004, Pages 1-171

  Costa, Arthur Lewis ^a   Kallick, Bena ^b  

^a CALIFORNIA STATE UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84949800246     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781483328782     Document Type: Book

References (122)

1. Bandura, A. (1997). Cognitive functioning in self-efficacy: The exercise of control (pp. 212-258). New York: Freeman.
2. Brookfield, S. (Ed.). (1985). Self-directed learning: From theory to practice (New Directions for Continuing Education, Vol. 25). San Francisco: Jossey-Bass.
3. Brown, A. L. (1985). Motivation to learn and understand: On taking charge of one's own learning. Cognition and Instruction, 5(4), 311-322. doi:10.1207/s1532690xci0504_4 http://dx.doi.org/10.1207/s1532690xci0504_4
4. Brown, D. F. (2002). Self-directed learning in an 8th grade classroom. Educational Leadership, 60(1), 54-58.
5. Caffarella, R. S., O'Donnel, J. M. (1987). Self-directed learning: A critical paradigm revisited. Adult Education Quarterly, 37, 199-211. doi:10.1177/0001848187037004002 http://dx.doi.org/10.1177/0001848187037004002
6. Caine, G., & Caine, R. (2001). The brain, education and the competitive edge. Lanham, MD: Scarecrow Press.
7. Costa, A. (1991). The school as a home for the mind. Palatine, IL: Skylights.
8. Costa, A. (2001). Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
9. Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon.
10. Costa, A., & Kallick, B. (2000). Discovering and exploring habits of mind (Habits of Mind: A Developmental Series, Vol. 1). Alexandria, VA: Association for Supervision and Curriculum Development.
11. Costa, A., & Kallick, B. (2000). Activating and engaging habits of mind (Habits of Mind: A Developmental Series, Vol. 2). Alexandria, VA: Association for Supervision and Curriculum Development.
12. Costa, A., & Kallick, B. (2000). Assessing and reporting habits of mind (Habits of Mind: A Developmental Series, Vol. 3). Alexandria, VA: Association for Supervision and Curriculum Development.
13. Costa, A., & Kallick, B. (2000). Integrating and sustaining habits of mind (Habits of Mind: A Developmental Series, Vol. 4). Alexandria, VA: Association for Supervision and Curriculum Development.
14. Costa, A., & Liebmann, R. (1996). Envisioning process as content: Toward a Renaissance curriculum. Thousand Oaks, CA: Corwin Press.
15. Costa, A., & Liebmann, R. (1997). The process centered school: Sustaining a Renaissance community. Thousand Oaks, CA: Corwin Press.
16. Costa, A., & Liebmann, R. (1997). Supporting the spirit of learning: When process is content. Thousand Oaks, CA: Corwin Press.
17. Deci, E. (1995). Why we do what we do. New York: Grosset Putnam.
18. Delia Doro, D. (1979). Moving toward self-directed learning. Alexandria, VA: Association for Supervision and Curriculum Development.
19. Ellison, J., & Hayes, C. (Eds.). (2003). Cognitive coaching: Weaving threads of learning and change into the culture of the organization. Norwood, MA: Christopher-Gordon.
20. Fogarty, R., Perkins, D., & Barell, J. (1992). The mindful school: How to teach for transfer. Palatine, IL: Skylights.
21. Garfield, C. (1986). Peak performers: The new heroes of American business. New York: William Morrow.
22. Garmston, R., & Wellman, B. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.
23. Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly 41(3), 125-149. doi:10.1177/0001848191041003001 http://dx.doi.org/10.1177/0001848191041003001
24. Hansen, J. (1998). When learners evaluate. Portsmouth, NH: Heinemann.
25. Kamii, C., Gones, S., & Joseph, L. (1991, April). When kids make their own math, they can make math their own. Power Line, 1(2), 1-2.
26. Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.
27. Kohn, A. (1991, March). Teaching children to care. Phi Delta Kappan, 72(7), 497-506.
28. Kohn, A. (1994). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise and other bribes. Boston: Houghton Mifflin.
29. Lipton, L., & Wellman, B., with C.Humbard. (2001). Mentoring matters: A practical guide to learning-focused relationships. Sherman, CT: LLC. (Available from http://www.MiraVia.com)
30. Long, H. B., & Associates. (Eds.). (1989). Self-directed learning: Emerging theory and practice. Norman: University of Oklahoma Research Center for Continuing Professional and Higher Education.
31. Oddi, L. F. (1986). Development and validation of an instrument to identify self-directed continuing learners. Adult Education Quarterly, 36, 97-107. doi:10.1177/0001848186036002004 http://dx.doi.org/10.1177/0001848186036002004
32. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. doi:10.3102/00346543066004543 http://dx.doi.org/10.3102/00346543066004543
33. Perkins, D. (1992). Smart schools: From training memories to educating minds. New York: Free Press.
34. Perkins, D., Goodrich, H., Tishman, S., & Owen, J. (1993). Thinking connections: Learning to think and thinking to learn. Menlo Park, CA: Addison Wesley.
35. Preece, A. (1995). Self-evaluation: Making it matter. In A.Costa & B.Kallick (Eds.), Assessment in the learning organization: Shifting the paradigm. Alexandria, VA: Association for Supervision and Curriculum Development.
36. Sanford, C. (1995). Myths of organizational effectiveness at work. Battle Ground, WA: Springhill.
37. Stipek, D., & Seal, K. (2001). Motivated minds: Raising children to love learning. New York: Henry Holt.
38. Tishman, S., Perkins, D., & Jay, E. (1995). The thinking classroom. Boston: Allyn & Bacon.
39. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248. doi:10.3102/00346543068002202 http://dx.doi.org/10.3102/00346543068002202
40. Tobin, D. A. (2000). All learning is self-directed. Alexandria, VA: American Society for Training and Development.
41. Wilson, J., & LeslieWing J. (1993). Thinking for themselves: Developing strategies for reflective learning. New York: Heinemann.
42. York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2001). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press.
43. Costa, A., Kallick, B., & Leibowitz, M. (1996). Self-directed learning. Santa Monica, CA: Lee Canter Associates. (P.O. Box 2113, Santa Monica, CA 90407)
44. Costa, A., Kallick, B., & Leibowitz, M. (1996). Habits of mind: Thinking skills that promote self-directed learning. Santa Monica, CA: Lee Canter Associates. (P.O. Box 2113 Santa Monica CA 90407)
45. Costa, A. (1997). Teaching intelligent behaviors for thinking and problem solving. Salt Lake City, UT: The Video Journal of Education (http://www.videojurnal.com).
46. Costa, A. (1998). Habits of mind: Dispositions of thinking. Skylights Professional Development, 2626 Clearbrook Dr., Arlington Heights, IL 60005.
47. Costa, A. (1999). Linking thinking and achievement in the classroom. Skylights Professional Development, 2626 Clearbrook Dr., Arlington Heights, IL 60005.
48. Kallick, B. (1993). Portfolio assessment. Salt Lake City, UT: The Video Journal of Education.
49. Costa, A. (1998). Environments that mediate intellectual growth. Skylights Professional Development, 2626 Clearbrook Dr., Arlington Heights, IL 60005.
50. Costa, A. (1999). Changing curriculum means changing your mind. Edmonton, Alberta, Canada: Kennedy Recordings, 537 Lessard Dr. 16M 1A9. Phone (780)-486-1335 (online at http://www.tgx.com/kennedy)
51. Costa, A. (1999). Five passions: The sources of effective thinking. Skylights Professional Development, 2626 Clearbrook Dr., Arlington Heights, IL 60005.
52. Costa, A. (1999). Teaching and assessing habits of mind. Edmonton, Alberta, Canada: Kennedy Recordings, 537 Lessard Dr. 16M 1A9. Phone (<780)-486--1335 (online at http://www.tgx.com/kennedy)
53. Kallick, B. (1992). Classroom assessment: New alternative. Technology Pathways Corporation, 1304 West Street, Guilford, CT, 06437.
54. Kallick, B. (1992). Collaborative Learning: Strategies to Encourage Thinking. Technology Pathways Corporation, 1304 West Street, Guilford, CT, 06437.
55. Kallick, B (1992). Creative and Critical Thinking: Teaching Strategies That Work. Technology Pathways Corporation, 1304 West Street, Guilford, CT, 06437.
56. Kallick, B., & Wilson, J. (1998). Techpaths for math. Guilford, CT. CD ROM-Math authentic assessment management system for grades K-8 with a database of over 100 authentic math tasks designed by math teachers. 203-457-1990 or e-mail: mailto:Carol@techpaths.com.
57. Amrein, A. L., & Berliner, D. C. (2003). The effects of high stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-37.
58. Baker, B., Costa, A., & Shalit, S. (1997). Norms of collaboration: Attaining communicative competence. In A.Costa & R.Liebmann (Eds.), The process centered school: Sustaining a renaissance community (pp. 119-142). Thousand Oaks, CA: Corwin Press.
59. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
60. Bloom, B. S. (Ed.), with M. D.Englehart, E. J.Furst, W. HHill, & D. R.Krathwohl. (1956). Taxonomy of educational objectives: Handbook 1. Cognitive domain. New York: David McKay.
61. Bloom, B., & Krathwohl, D. (1956). Taxonomy of educational objectives: Handbook I. Cognitive domain. New York: David McKay.
62. Briggs, T. (1999, February 25). Passion for what they do keeps alumni on first team. USA Today, pp. 1A-2A.
63. Brooks, J. G., & Brooks, M. (2001). Becoming a constructivist teacher. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
64. Bruner, J. (1968). The process of education. Cambridge, MA: Harvard University Press.
65. California State Department of Education. (1997). Standards for the teaching profession. Sacramento, CA: Department of Education.
66. Costa, A. (2001). Habits of mind. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
67. Costa, A., & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon.
68. Costa, A., & Kallick, B. (1994). Assessment in the learning organization. Alexandria, VA: Association for Supervision and Curriculum Development.
69. Costa, A., & Kallick, B. (2000). Habits of mind: Changing our perspectives about intelligence. In A.Costa & B.Kallick (Eds.), Discovering and exploring habits of mind. Alexandria VA: Association for Supervision and Curriculum Development.
70. Costa, A., & Kallick, B. (2000a). Discovering and exploring habits of mind (Habits of mind: A developmental series, Vol. 1). Alexandria, VA: Association for Supervision and Curriculum Development.
71. Costa, A., & Kallick, B. (2000b). Activating and engaging habits of mind (Habits of mind: A developmental series, Vol. 2). Alexandria, VA: Association for Supervision and Curriculum Development.
72. Costa, A., & Kallick, B. (2000c). Assessing and reporting on growth of habits of mind (Habits of mind: A developmental series, Vol. 3). Alexandria, VA: Association for Supervision and Curriculum Development.
73. Costa, A., & Kallick, B. (2000d). Integrating and sustaining habits of mind (Habits of mind: A developmental series, Vol. 4). Alexandria, VA: Association for Supervision and Curriculum Development.
74. Costa, A., & Liebmann, R. (1997a). Process as content. Thousand Oaks, CA: Corwin Press.
75. Costa, A., & Liebmann, R. (1997b). Towards a Renaissance curriculum: An idea whose time has come. In A.Costa & R.Liebmann (Eds.), Envisioning process as content: Toward a Renaissance curriculum. Thousand Oaks, CA: Corwin Press.
76. Covey, S. (1989). Seven habits of highly effective people. New York: Simon & Schuster.
77. Covington, M. V (1992). Making the grade: A self-work perspective on motivation and school reform. New York: Cambridge University Press. doi:10.1017/CBO9781139173582 http://dx.doi.org/10.1017/CBO9781139173582
78. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
79. Deci, E. (1995). Why we do what we do. New York: Grosset Putnam.
80. Dent, H. (1995). Job shock: Four new principles of transforming our work and business. New York: St. Martin's.
81. Dewey, J. (1938.) Experience and education. New York: Collier.
82. Education by design. (1998). Critical Skills Program, Antioch New England Graduate School, Keene, NH.
83. Eisner, E. (1999, May). The uses and limits of performance assessment. Phi Delta Kappan, 80(9), 658-660.
84. Feuerstein, R. (2000). Mediated learning experience. In A.Costa (Ed.), Teaching for intelligence II: A collection of articles. Arlington Heights, IL: Skylights.
85. Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore, MD: University Park Press.
86. Fogarty, R. (2002). Our changing perspective of intelligence: Master architects of the intellect. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
87. Garfield, C. (1995). Peak performers: The new heroes of American business. New York: William Morrow.
88. Garmston, R., & Garmston, S. (2002, November). Using teaching standards for self-directed learning. Paper presented at the Administrators Conference of the East Asian Region Council of Overseas Schools, Beijing, China.
89. Garmston, R., & Wellman, B. (1999). The adaptive school: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon.
90. Goleman, D. (1995). Emotional intelligence: Why it can matter more than I.Q. New York: Bantam Books.
91. Hay, L. (2001). Thinking skills for the age of information. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
92. Helping students become self-directed learners. (1997). [Video course]. Santa Monica, CA: Canter & Associates, Inc.
93. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
94. Laborde, G., & Saunders, C. (1986). Communication trainings: Are they cost effective?Mountain View, CA: International Dialogue Education Associates.
95. Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.
96. Lambert, L., Walker, D., Zimmerman, D., Cooper, J., Gardner, M., Lambert, M. D., & Szabo, M. (2002). The constructivist leader (2nd ed.). New York: Teachers College Press.
97. Leonard, G. (1978). The silent pulse. A search for the perfect rhythm that exists in each of us. New York: Bantam.
98. Levy, S. (1996). Starting from scratch: One classroom builds its own curriculum. Portsmouth, NH: Heinemann.
99. Luft, J. (1984). Group process: An introduction to group dynamics (3rd ed.). Palo Alto, CA: Mayfield.
100. Marzano, R. (2001). Designing a new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.
101. Maslow, A. (1968). Toward a psychology of being. New York: Harper.
102. Newcomb, A. (2003, May). Peter Senge on organizational learning. The School Administrator Web Edition. Retrieved May 2003, from http://www.aasa.org/publications/sa/2003_05SengeQ&A
103. Panella, M. (1997). Designing learning for a work environment: Key values and skills. In A.Costa & R.Liebmann (Eds.), The process centered school: Sustaining a renaissance community. Thousand Oaks, CA: Corwin Press.
104. Perkins, D. (1985). What creative thinking is. In A. L.Costa (Ed.), Developing minds: A resource book for teaching thinking (pp. 85-88). Alexandria, VA: Association for Supervision and Curriculum Development.
105. Perkins, D. (1995). Outsmarting IQ: The emerging science of learnable intelligence. New York: Free Press.
106. Perkins, D. (2001). The social side of thinking. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
107. Piaget, J. (1969). Psychology of intelligence. Totowa, NJ: Littlefield, Adams.
108. Resnick, L. (2001). Making America smarter: The real goal of school reform. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
109. Sanford, C. (1995). Myths of organizational effectiveness at work. Battle Ground, WA: Springhill.
110. Sawyer, L. (2003). Applying cognitive coaching to a framework for teaching. In J.Ellison & C.Hayes (Eds.), Weaving the principles of cognitive coaching throughout the organization. Norwood, MA: Christopher-Gordon.
111. Schlechty, P. (1997). Inventing better schools: An action plan for educational reform. San Francisco: Jossey-Bass.
112. Schön, D.A. (1983). The reflective practioner: How professionals think in action. New York: Basic Books.
113. Seiger-Eherenberg, S. (1991). Educational outcomes for a K-12 curriculum. In A.Costa (Ed.), Developing minds: A resource book for teaching thinking. Alexandria, VA: Association for Supervision and Curriculum Development.
114. Senge, P. (1990). The leader's new work: Building learning organizations. Sloan Management Review (Fall), 7-23.
115. Senge, P. (1997). Foreword. In A.Costa & R.Liebmann (Eds.), Envisioning process as content. Thousand Oaks, CA: Corwin Press.
116. Senge, P. (2003). Peter Senge on organizational learning. The School Administrator Web Edition. May 2003. Available at http://www.aasa.org/publications/sa/2003_05sengeq&A.htm
117. Senge, P., Ross, R., Smith, B., Roberts, C., & Kleiner, A. (1994). The fifth discipline fieldbook. New York: Doubleday/Currency.
118. Sigel, I. E. (1984). A constructivist perspective for teaching thinking. Educational Leadership, 42(3), 18-22.
119. Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt Brace and World.
120. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
121. Wheatley, M., & Kellner-Rogers, M. (1998). A simpler way. San Francisco: Berrett-Kohler.
122. Wittrock, M. (1986). Handbook of research on teaching (3rd ed.). New York: Macmillan.