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Information Management Versus Knowledge Building: Implications for Learning and Assessment in Higher Education

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Assessment of Learning Outcomes in Higher Education

Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

Abstract

The goal of this paper is to consider two distinct orientations toward learning within the context of twenty-first-century higher education that have implications for assessment of outcomes internationally—information management and knowledge building. These two orientations are compared and contrasted along various dimensions, and potential contributors to the pervasiveness of the information management profile within the current generation of undergraduates are explored. With this background established, pertinent steps toward fostering more effective information management and enhancing knowledge building in higher education contexts are shared with specific attention to the role of assessment practices.

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Authors and Affiliations

  1. University of Maryland, College Park, MD, USA

    Patricia A. Alexander

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  1. Patricia A. Alexander
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Correspondence to Patricia A. Alexander .

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Editors and Affiliations

  1. Johannes Gutenberg University, Mainz, Germany

    Olga Zlatkin-Troitschanskaia

  2. Johannes Gutenberg University, Mainz, Germany

    Miriam Toepper

  3. Humboldt-Universität zu Berlin, Berlin, Germany

    Hans Anand Pant

  4. Humboldt-Universität zu Berlin, Berlin, Germany

    Corinna Lautenbach

  5. Johannes Gutenberg University, Mainz, Germany

    Christiane Kuhn

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Alexander, P.A. (2018). Information Management Versus Knowledge Building: Implications for Learning and Assessment in Higher Education. In: Zlatkin-Troitschanskaia, O., Toepper, M., Pant, H., Lautenbach, C., Kuhn, C. (eds) Assessment of Learning Outcomes in Higher Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-74338-7_3

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  • DOI: https://doi.org/10.1007/978-3-319-74338-7_3

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  • Online ISBN: 978-3-319-74338-7

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