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Transformative assessment is a form of assessment that uses “institution-wide assessment strategies that are based on institutional goals and implemented in an integrated way for all levels (the course, the program, and the institution) to systematically transform teaching and learning.”〔(''Transformative Assessment'' )〕 Transformative assessment is focused on the quality of the assessment instruments and how well the assessment measures achieving of a goal. "The classic approach is to say, if you want more of something, measure it"〔(''Kent McSparran in Say Good-bye to the Weakest Link With Supply-Chain Metrics'' )〕 There is a dialectical aspect to transformative assessment with standardized measures that implicitly claim that learning can be decontextualized and that comparisons of scores across contexts hold meaning. Transformative assessment by its title implies that there is no single absolute standard that can be assessed, and that each context requires its own definition of a successful learning performance. Further, the process of assessment will do much to shape the performance that defines the outcome. Central to transformative assessment, therefore, are the stakeholders (faculty AND students) who engage in the assessment process. Because standardized measures rarely involve faculty who teach or the hearts of the students who learn, they are not transformative. This is unlike Student-centered learning, where the focus is on the needs of the student, and also unlike Standards-based assessment where the focus is on the institution achieving a specific level of learner proficiency. Neither of those strategies help the institution to reform at all levels. ==History== The ( Transformational Assessment Project ) (TAP) was an activity within the EDUCAUSE National Learning Infrastructure Initiative (since renamed the EDUCAUSE Learning Initiative (ELI)). The project was active from January 2002 to September 2003 and was coordinated by Vicki Suter of EDUCAUSE. Core members were (Gary Brown ), Darren Cambridge, Steve Ehrmann (The TLT Group), Joan Lippincott (CNI), Patricia McGee, Vicki Suter (NLII) and Robin Zuniga (The TLT Group); Colleen Carmean served as a member during her tenure as NLII 2002 Fellow. Project members made presentations on the work at Educause 2002, NLII 2003 Annual Meeting and the AAHE Assessment conference in 2003. The project produced a (rubric ) for evaluating the transformative potential of an assessment program or plan. While the project produced a tool for assessing the transformative potential of institutional assessment strategies, it did not produce any implementation. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Transformative assessment」の詳細全文を読む スポンサード リンク
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