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How We know it when we see it: Conceptualizing and assessing integrative and applied learning-in-use.

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Title: How We know it when we see it: Conceptualizing and assessing integrative and applied learning-in-use.
Authors: Mentkowski, Marcia1, Sharkey, Stephen2
Source: New Directions for Institutional Research. Spring2011, Vol. 2011 Issue 149, p93-107. 15p.
Subject Terms: *Learning, *Curriculum, *Teachers, National literatures
Company/Entity: Portland State University
Abstract: We examine the concept of integrative and applied learning from various perspectives, emphasize transfer of that learning to unfamiliar and unimagined settings, and describe crucial metacognitive strategies, including learned abilities used as frameworks for performance, reflection, and self-assessment that foster learning that lasts. We follow with examples of Alverno approaches for assessing these complex capacities across a curriculum. [ABSTRACT FROM AUTHOR]
Copyright of New Directions for Institutional Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: We examine the concept of integrative and applied learning from various perspectives, emphasize transfer of that learning to unfamiliar and unimagined settings, and describe crucial metacognitive strategies, including learned abilities used as frameworks for performance, reflection, and self-assessment that foster learning that lasts. We follow with examples of Alverno approaches for assessing these complex capacities across a curriculum. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of New Directions for Institutional Research is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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