000			03596cam a2200517Mi 4500
001			9954
003			MaCbMITP
005			20210629145642.0
006			m o d
007			cr |n|||||||||
008			150205t20152015maua ob 000 0 eng d
040			_aOCoLC-P _beng _erda _epn _cOCoLC-P
020			_a0262328690 _q(electronic bk.)
020			_a9780262328692 _q(electronic bk.)
020			_z026252774X
035			_a(OCoLC)933437665 _z(OCoLC)914329532 _z(OCoLC)923252187
035			_a(OCoLC-P)933437665
050		4	_b.L46 2015eb
072		7	_aEDU011000 _2bisacsh
072		7	_aEDU021000 _2bisacsh
082	0	4	_a371.04 _223
100	1		_aLemke, J. L. _q(Jay L.), _9106352
245	1	0	_aDocumenting and assessing learning in informal and media-rich environments / _cJay Lemke, Robert Lecusay, Michael Cole, and Vera Michalchik.
264		1	_aCambridge, Massachusetts ; _aLondon, England : _bThe MIT Press, _c[2015]
264		4	_c©2015
300			_a1 online resource (156 pages) : _billustrations.
336			_btxt
337			_bc
338			_bcr
490	1		_aThe John D. and Catherine T. MacArthur Foundation reports on digital media and learning
500			_aIT Carlow ebook
520			_aAn extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.Drawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model.
588			_aOCLC-licensed vendor bibliographic record.
650		0	_aNon-formal education _zUnited States _xEvaluation. _9106353
650		0	_aNon-formal education _xTechnological innovations _zUnited States. _9106354
650		0	_aEducational innovations _zUnited States _xEvaluation. _9106355
650		0	_aEducational evaluation _zUnited States. _9106356
653			_aEDUCATION/Digital Media & Learning
653			_aSOCIAL SCIENCES/Media Studies
653			_aEDUCATION/General
700	1		_aLecusay, Robert, _9106357
700	1		_aCole, Michael, _d1938- _9106358
700	1		_aMichalchik, Vera, _9106359
856	4	0	_yLink to MIT Press online resource _uhttps://doi.org/10.7551/mitpress/9954.001.0001?locatt=mode:legacy
856	4	2	_3OCLC metadata license agreement _uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999			_c50704 _d50704