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

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.