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Laure-- One place to start is with the work of Ann Brown and for sure I would include the ongoing work of Alex Kozulin and his colleagues. Ann died several years ago, but worried about the issue a lot here is one ref, and one early article that may be of help. mike ------------- Linking dynamic assessment with school achievement.<http://search.proquest.com/psycinfo/docview/617354260/1398D4FE1724FB99796/3?accountid=14524> Campione, Joseph C.; Brown, Ann L.. In *Dynamic assessment: An interactional approach to evaluating learning potential*, by Campione, Joseph C., Brown, Ann L., 82-115. New York, NY, US:Guilford Press, 1987. On Wed, Oct 3, 2012 at 10:07 AM, Peter Feigenbaum <pfeigenbaum@fordham.edu>wrote: > Laure, > > I work at a university as an administrator, and I am very much involved in > the process of accreditation. The Middle States Commission on Higher > Education (MSCHE) is the accrediting body for all institutions of higher > education in the northeast region of the US. They set the standards for > evaluating higher education, and in recent years they have moved the issue > of "assessment of student learning" to the center and forefront of > institutional accreditation activities. I am attaching a document they > produced in which they describe the Standards that all institutions must > adhere to. Standard 14 (on page 78 of the attached document) has recently > become the centerpiece of the accrediting process. It lays out the general > approach to how all student learning outcomes are to be assessed. My own > opinion is that the Standard is reasonable and practicable. > > While there has been a great deal of discussion by colleges, universities, > and related professional organizations (such as my own--the Association for > Institutional Research) focused on measuring outcomes, what concerns us > Vygotskians is really the issue of studying learning interactions and > dynamics. Reporting the outcomes is more of a common-sense issue. On the > former issue, I'm afraid I can be of no help. But for the outcomes > assessment piece, the attached document is a good place to get started. > > Hope this helps! > > Peter > > > On Wed, Oct 3, 2012 at 11:57 AM, Laure Kloetzer <laure.kloetzer@gmail.com > >wrote: > > > Hi all, > > > > Have some of you been working on evaluation of learning outcomes and > > learning dynamics from a cultural-historical, activity-based > > perspective? > > In that case, would you have some ressource people and recent papers > > to recommend? > > I would like to build an evaluation framework which is consistent with > > the learning theory and methodology we believe in (in the Activity > > Clinic perspective, i.e. Vygotskian, concrete, dialogical) but I don't > > know any good starting point to do so. > > > > What I would like to evaluate is adult learning in free-choice, > > collaborative learning environments. I am interested (no other choice) > > in evaluating outcomes but even more on identifying learning > > interactions and dynamics. > > > > I guess some people from the list may have been working explicitly on > > analyzing interactional data for tracking learning processes. This is > > also something I am investigating now. > > > > Thank you for any clue on these two topics, > > Best > > LK > > __________________________________________ > > _____ > > xmca mailing list > > xmca@weber.ucsd.edu > > http://dss.ucsd.edu/mailman/listinfo/xmca > > > > > > -- > Peter Feigenbaum, Ph.D. > Associate Director of Institutional Research > Fordham University > Thebaud Hall-202 > Bronx, NY 10458 > > Phone: (718) 817-2243 > Fax: (718) 817-3203 > email: pfeigenbaum@fordham.edu > > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > >
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