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Search returned 88 results using Keyword: "Accountability"



1. Access to success.
Each participating A2S system, for which updated system-level report cards appear below, sets its own improvement targets and agrees to a common set of metrics to evaluate progress.
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2. American democracy project.
The American Democracy Project is a multi-campus initiative focused on higher education’s role in preparing the next generation of informed, engaged citizens for our democracy. It was started through a partnership with AASCU and The New York Times and includes 231 participating colleges and universities. Participating institutions are committed to producing active, involved citizens as graduates.
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3. American diploma project.
The American Diploma Project (ADP) is an initiative driven by Achieve, Inc., a bi-partisan, non-profit organization. Within 34 participating states, the ADP brings together governors, state education officials, postsecondary leaders, and business executives to cooperatively improve postsecondary preparation. Some common goals include: (a) aligning high school standards with the necessary knowledge and skills for transition to college and work, (b) providing access to rigorous high school courses, (c) streamlining assessment systems, and (d) ensuring accountability for students’ success.
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4. Association of American Universities Data Exchange (AAUDE).
AAUDE is a public service organization whose purpose is to improve the quality and usability of information about higher education. Membership is comprised of AAU institutions that participate in the exchange of data/information to support decision-making at their institution.
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5. Australian government's MyUniversity.
In an effort to be more transparent, MyUniversity provides potential students and their families with information about higher education institutions within Australia. Users locate and compare course information as well as statistical information and other indicators of the institution including student/faculty population and postgraduate work.
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6. 2011, June 24. Black college presidents want in on completion agenda.
This brief article highlights conversations at a national seminar on the role of HBCUs in the national college completion agenda.
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7. Common education: Data standards.
The Common Education Data Standards (CEDS) is a specified set of the most commonly used education data elements to support the effective exchange of data within and across states, as students transition between educational sectors and levels, and for federal reporting. This common vocabulary will enable more consistent and comparable data to be used throughout all education levels and sectors necessary to support improved student achievement. The standards are being developed by NCES with the assistance of a CEDS Stakeholder Group that includes representatives from states, districts, institutions of higher education, state higher education agencies, early childhood organizations, federal program offices, interoperability standards organizations, and key education associations and non-profit organizations. CEDS is a voluntary effort and will increase data interoperability, portability, and comparability across states, districts, and higher education organizations.
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8. Educational Assessment, Evaluation and Accountability .
Educational Assessment, Evaluation and Accountability is an international journal that investigates and discusses the functions, theories, values and practices of assessment, evaluation and accountability as they impact schools, higher education and educational systems, and looks further to their effects on homes and communities.
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9. Higher Education Quality Council of Ontario (HEQCO).
The HEQCO website outlines the research agenda as encompassing "three major research projects focused on defining and measuring learning outcomes, working with Ontario’s colleges, universities in partnership with international organizations. The projects build on the provincial government’s work in quality assessment and learning outcomes."
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10. New England Educational Assessment Network (NEEAN).
The mission of the New England Educational Assessment Network is to promote quality assessment of student learning and development, and thus to enhance the effectiveness of institutions of higher education. Membership is open to postsecondary educators who are concerned with assessment. NEEAN welcomes faculty, staff, and administrators interested in improving student learning and institutional effectiveness. In April 2010 the new institutional certification initiative with regard to assessment and accountability began.
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11. New Leadership Alliance for Student Learning and Accountability .
The New Leadership Alliance for Student Learning and Accountability (the Alliance) was established to improve student learning at the undergraduate level and to find educationally valid ways of demonstrating that such improvement is taking place. The Alliance aims to improve student learning through voluntary and cooperative professional efforts to significantly improve assessment of, and accountability for, student learning outcomes. It also aims to convey to the higher education community and the larger public the importance of a quality college education in preparation for work, life, and responsible citizenship.
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12. Presidents' Alliance for Excellence in Student Learning and Accountability.
Institutions joining the Presidents' Alliance, an initiative of the new Leadership Alliance for Student Learning and Accountability, are publicly making a commitment to significantly improve assessment of, and accountability for, student learning outcomes on their campuses. This involves committing to an Action Plan to build on previous work to assess, report on, and use evidence to improve student learning.
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13. 2004. Rethinking graduation rates as accountability measures.
This report focuses on the student-related factors that may problematize the usage of graduation rates as a measure of accoutability.
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14. SHEEO Peer Collaboration Network .
Peer Collaboration Networks (PCNs) bring SHEEOs and their key staff together to address common state higher education policy needs and challenges. Of interest is the PCN on Student Learning-Accountability. SHEEO serves AL, AZ, CA, ID, IA, KY, LA, ME, MO, NE, NH, NM, OK, OR, RI, SC, SD, TN, TX, WV.
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15. Southern Regional Education Board: Education Data.
The Education Data programs collects, analyzes and shares demographic, economic, pre-K-12 and higher education data among SREB states.
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16. Transparency by Design.
Transparency by Design is an initiative, developed by the Presidents’ Forum, to lead universities and colleges toward greater accountability and transparency. The initiative’s members comprise a consortium of regionally accredited, adult-serving, distance educational institutions. The initiative focuses on providing information, including learning program-specific outcomes data that allow students to make informed decisions about educational options. Starting in 2009, an annual Learning Outcomes Report will be issued that include student demographics, completion rates, costs, student engagement, and knowledge and skills learned. Learning Outcomes Reports will include outcomes at the program specialization level, allowing prospective students to assess how well a program will prepare them for their professional pursuits.
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17. University and College Accountability Network (U-CAN).
U-CAN is a Web-based resource designed to give students and parents concise, consumer-friendly information on nonprofit, private colleges and universities in a common format. U-CAN was developed and is managed by the National Association of Independent Colleges and Universities (NAICU). Through focus groups, students and parents shared the information they most need to make an informed college choice which was then included in the institutional profiles. The in-depth information included in the institutional profiles includes admissions, enrollment, academics, student demographics, graduation rates, most common fields of study, transfer of credit policy, accreditation, faculty information, class size, tuition and fee trends, price of attendance, financial aid, campus housing, student life, and campus safety.
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18. Voluntary Framework of Accountability (VFA).
The Voluntary Framework of Accountability is the first national system of accountability specifically for community colleges and by community colleges. Leadership in the sector is defining the most appropriate metrics for gauging how well our institutions perform in serving a variety of students and purposes. This initiative was launched in January 2011.
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19. Voluntary System of Accountability (VSA).
The Voluntary System of Accountability (VSA) is a voluntary initiative for 4-year public colleges and universities developed by the American Association of State College and Universities and the Association of Public and Land-Grant Universities. The VSA communicates information on the undergraduate student experience through a common web reporting template, the College Portrait by demonstrating accountability and stewardship to the public; measuring educational outcomes to identify effective practices; and assembling information that is accessible, understandable, and comparable. The information is intended for students, families, policy-makers, campus faculty and staff, the general public, and other higher education stakeholders.
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20. (Eds.) Collins, K. and Roberts, D. 2012. Learning is not a sprint: Assessing and documenting student leader learning in cocurricular involvement.
Student affairs professionals are increasingly being asked to provide evidence that students are learning and growing through their experiences on campus. Stakeholders such as accrediting agencies, legislators, families, employers, faculty, and students all have opinions about what individuals should be learning in college. Students learn in all contexts, from resolving roommate conflicts, to managing a complex student organization budget, to making a persuasive speech in front of the student government. The task of assessing and documenting student learning outside the traditional classroom presents a unique set of challenges: there are no grades given at the end of an experience, the skills developed may not fit into one academic area, and there are no national standards or summative curriculum. Learning is Not a Sprint: Assessing and Documenting Student Leader Learning in Cocurricular Involvement offers multiple perspectives and a framework to establish and document student learning in the cocurricular env
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21. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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22. Abbas, Andrea; McLean, Monica. Nov 2007. Qualitative Research as a Method for Making Just Comparisons of Pedagogic Quality in Higher Education: A Pilot Study.
This article suggests alternatives to comparing pedagogy between universities in order to internationalize higher education.
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23. ACT. 2008. New accountability tool helps students find right college.
The article provides information on how the Collegiate Assessment of Academic Proficiency (CAAP)is being used by institutions as one of the preferred learning outcomes assessment instruments for the Voluntary System of Accountability.
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24. Aldeman, C., & Kelly, A. P. 2010, March 1. False fronts? Behind higher education's voluntary accountability systems.
This report examines the efforts of voluntary accountability systems, such as the National Association of Independent Colleges and Universities (NAICU), University and College Accountability Network (U-CAN), American Association of State Colleges and Universities (AASCU), Association of Public Land-Grant Universities (APLU), and Voluntary System of Accountability (VSA).
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25. Allitt, P., White, L., Carnevale, A., Eaton, J., McCormick, A., Hinton, F., Ewell, P., Wilson, J. 2010. A lapse in quality: 8 views of a flawed system.
The article presents essays that are the viewpoints of a variety of education experts on the quality of higher education in the U.S.. History professor Patrick Allitt of Emory University discusses tenure for college teachers and teacher training. Lawrence White, vice president and general counsel at the University of Delaware, comments on government regulations and mandates on higher education. Anthony P. Carnevale, director of the Center on Education and the Workforce at Georgetown University, discusses how market forces have harmed educational equality in terms of per student funding.
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26. Association of American Colleges and Universities. 2009. Assessing learning outcomes: Lessons from AAC&U’s VALUE project.
The entire Winter 2009 edition of Peer Review addresses the VALUE project. Information presented includes an overview of the project, information on e-portfolios, application of rubrics, assessment process, and the use of assessment results for improvements.
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27. Association of American Colleges and Universities. 2011, Fall/2012, Winter. Assessing liberal education outcomes using VALUE rubrics.
The use of AAC&U's VALUE Rubrics to assess student learning at colleges and universities around the nation is the central focus of this issue.
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28. Association of American Colleges and Universities. 2008. Our students' best work: A framework for accountability worthy of our mission .
This document "framed and approved by the AAC&U Board of Directors, is designed to help campuses respond to calls for greater accountability in ways that strengthen as well as document the quality of student learning in college." (p. iii)
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29. Australian Qualifications Framework Council. 2011. Australian qualifications framework 2011.
Created in 1995, the Australian Qualifications Framework (AQF) "is the national policy for regulated qualifications in Australian education and training by incorporating the qualifications from each education and training sector into a single comprehensive national qualifications framework."
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30. Banta, T. 2007. Can assessment for accountability complement assessment for improvement?.
Taking a cue from the recent history of assessment in K-12 schooling, Banta calls for the necessary marriage of accountability and improvement assessment in higher education using varied strategies.
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31. Bassis, M. March 2011. In search for a standard of quality.
Since the job of colleges and universities is to develop the talents of its students, quality should be a function, not of how much talent the school had attracted, but how much talent it had developed. Since then, the issue of talent development - of how to promote more and better learning during the college years - has been at the heart of my work as a teacher, scholar and administrator.
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32. Bathgate, K., Colvin, R. L., & Silva, E. 2011, November 29. Striving for student success: A model of shared accountability.
In Striving for Student Success: A Model of Shared Accountability, authors Kelly Bathgate, Richard Lee Colvin, and Elena Silva look at communities that are working to create these shared accountability systems. In particular, the authors highlight the work of the Strive Partnership of Cincinnati-Northern Kentucky.
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33. Blaich, C. F. & Wise, K. S. January 2011. From gathering to using assessment results: Lessons from the Wabash national study.
Drawing from the Wabash Study, a multi-institutional longitudinal research and assessment project, Charlie Blaich and Kathy Wise, from the Center of Inquiry at Wabash College, share their field-tested findings and lessons learned about campus use of assessment results. The Wabash Study assists institutions in collecting, understanding and using data. The researchers at the Center of Inquiry found the last component to be the real challenge—using the data for improved student learning. In this Occasional Paper, Blaich and Wise describe the accountability movement, the history and purpose of the Wabash Study, and the reasons why institutions have a hard time moving from gathering data to using data, giving five practical steps to campus leaders for using the data collected.
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34. Blaich, C., Keller, C., Philippe, K., Kuh, G., Provezis, S. January 2011. Can you see me now? Taking the pulse of transparency efforts.
Presentation at Association of American Colleges and Universities (AAC&U) Annual Meeting on NILOA web scan studies, the Voluntary System of Accountability (VAR), the Voluntary Framework for Accountability, and lessons learned from the Wabash study.
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35. Borden, V .M. H., & Pike, G. R. (Eds.). 2009. Assessing and accounting for student learning: Beyond the Spellings commission .
This volume covers the background and context of assessment accountability, VSA, Texas Experience, VALUE, and Rising to the Challenge.
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36. Brint, Steven. May-June 2008. The Spellings Commission and the Case for Professionalizing College Teaching.
This article examines the challenge of accountability as presented in Margaret Spelling's Commission on the Future of Higher Education, current measures for learning outcomes, the Collegiate Learning Assessment, and argues for bringing professionalism to higher education.
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37. Campbell, J. P., DeBlois, P. B., and Oblinger, D. G. 2007. Academic analytics: A new tool for a new era.
In responding to internal and external pressures for accountability in higher education, especially in the areas of improved learning outcomes and student success, IT leaders may soon become critical partners with academic and student affairs. IT can help answer this call for accountability through academic analytics, which is emerging as a new tool for a new era.
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38. Carey, K., & Aldeman, C. 2009, June 30. Ready to assemble: Grading state higher education accountability systems.
In 2008 and 2009, Education Sector conducted a comprehensive analysis of higher education accountability systems in all 50 states, the District of Columbia, and Puerto Rico. We analyzed thousands of documents, Web sites, policies, and laws attempting to answer two questions: What information do states collect on their higher education institutions? How do they use that information to affect institutional improvement?
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39. Council for Higher Education Accreditation. 2013. Accreditation tool kit.
The tool kit links to fact sheets, advisories, directories and other information found on the CHEA Website on issues ranging from the laws and regulations governing accreditation to public accountability, student learning outcomes and transfer of credit.
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40. Davis Sr., L. 2007. Still striving: What HBCU boards of trustees need to know about SACS accreditation.
An excellent resource for new members of HBCUs boards of trustees wanting to learn about the accreditation process as they are essential to the process, Dr. Davis stresses “accreditation is not only a validation of institutional quality, it is also an essential element in the struggle for survival in a rapidly evolving and highly competitive higher education arena” (p. 11). Boards need to be able to handle issues of "issues of institutional niche, marketing and resources, excellence in teaching, governance and student learning outcomes, solid finances and a culture of institutional assessment, accountability, transparency and evaluation" (p. iv).
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41. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
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42. Delta Cost Project on Postsecondary Education Costs, Productivity, and Accountability. 2009, December. Calculating cost-return for investments in student success.
This report provides resources for those interested in trying to calculate the cost-effectiveness of retention programs for first-year students. Cost-return worksheets for institutional use are also included.
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43. Denecke, D. D., Kent, J., & Wiener, W. 2011. Preparing Future Faculty to Assess Student Learning: A report on a CGS project supported by a grant from the Teagle Foundation.
This report provides a broad overview of national needs in the assessment of student learning and gaps in existing future faculty preparation programs.
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44. Ewell, P. T. 2009, November. Assessment, accountability, and improvement: Revisiting the tension.
Assessments of what students learn during college are typically used for either improvement or accountability, and occasionally both. For reasons carefully outlined by Peter Ewell in this NILOA Occasional Paper, since the early days of the “assessment movement” in the US, these two purposes of outcomes assessment have not rested comfortably together. No one is more qualified than Ewell to summarize what has changed and what has not over the past two decades in terms of student learning outcomes assessment and the shifting expectations and demands of policy makers, accreditors, higher education leaders, and government officials about student and institutional performance. After delineating how various kinds of information can and should be used for improvement and accountability, he points to ways that institutions can productively manage the persistent tensions associated with improvement and accountability as faculty and staff members do the important work of documenting, reporting, and using what student
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45. Frye, R. 1999. Assessment, accountability, and student learning outcomes.
This article explores the relationship between assessment, accountability and student learning outcomes. Examples of exemplary assessment programs are given as well as recommendations for improvement of student learning on college campuses.
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46. Gasman, M., Baez, B., & Turner, C. S. V. (Eds.). 2009. Understanding minority-serving institutions.
In this book, the authors address pertinent issues and ideas related to MSIs. A few of the chapter titles include: "Minority Serving Institutions: A Historical Backdrop; Student Engagement and Student Success at Historically Black and Hispanic-Serving institutions; and The Adversity of Diversity: Regional Associations and the Accreditation of Minority Serving Institutions." In addition, Minority Serving Institutions are defined and details about their particular characteristics are discussed.
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47. Gold, L., Rhoades, G., Smith, M. & Kuh, G. May 2011. What faculty unions say about student learning outcomes assessment.
This paper summarizes the views on student learning outcomes assessment held by the leadership of three major national faculty unions—the American Association of University Professors (AAUP), the American Federation of Teachers (AFT), and the National Education Association (NEA). Framed as a conversation, a spokesperson from each group talks about how organized faculties can contribute their ideas and fashion their practices to enhance student learning and educational attainment.
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48. Hinds, T., & Jankowksi, N. 2012, October 30. Voluntary System of Accountability and learning outcomes: An update.
This presentation from the 2012 Assessment Institute provides background information on NILOA, the Voluntary System of Accountability (VSA), and outlines the VSA's College Portrait.
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49. Hosch, B.J. (2012). Time on test, student motivation, and performance on the collegiate learning assessment: Implications for institutional accountability.
Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master’s-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent problematic intervening variables in the measurement of student learning. Findings from successive administrations of the instrument reveal wide year-to-year variations in student performance related to time on test and motivation. Significant additional study of these factors should likely be prioritized ahead of adoption of accountability practices that rely upon low-stakes testing to measure student learning and demonstrate institutional effectiveness.
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50. Jankowski, N. August 2011. Capella University: An outcomes-based institution.
Capella University was selected for a case study due to its systematic, embedded student learning outcomes assessment process; its administrative support and vision of what assessment can do for individual learners; its transparency efforts such as Capella Results, which publicizes assessment results, and its help in developing Transparency By Design; and its use of assessment results to enhance learner success levels.
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51. Jankowski, N, & Hinds, T. 2013, October. Making the value argument by telling evidence-based stories: The voluntary system of accountability.
This presentation from the 2013 Assessment Institute discusses NILOA's work with the Voluntary System of Accountability.
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52. Jankowski, N. A., Ikenberry, S. O., Kinzie, J., Kuh, G. D., Shenoy, G. F., & Baker, G. R. March 2012. Transparency & accountability: An evaluation of the VSA college portrait pilot.
The Voluntary System of Accountability (VSA) is a vehicle for public four-year universities to report comparable information about the undergraduate student experience via the College Portrait, a common web reporting template. NILOA evaluated the effectiveness of the student learning outcomes pilot project within the College Portrait resulting in this report: Transparency & Accountability: An Evaluation of the VSA College Portrait Pilot. The evaluation took place October 2011 through February 2012, drawing on a variety of data sources.
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53. Jankowski, N., & Provezis, S. November 2011. Making student learning evidence transparent: The state of the art.
Making Student Learning Evidence Transparent: The State of the Art is composed of four sections. The sections cover 1) the impact of national transparency initiatives; 2) the changing landscape of transparency; 3) the display of assessment results and their subsequent use; and 4) a synthesis of the previous three sections.
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54. Jankowski, N., Keller, C., Gore, P., & Kinzie, J. June 2012. The future of student learning outcomes assessment on the college portrait .
Presentation at Association for Institutional Research (AIR) on the Evaluation of the VSA College Portrait Pilot
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55. Keller, C. M. 2014, September/October. Lessons from the Voluntary System of Accountability (VSA): The Intersection of Collective Action & Public Policy.
This resource offers four lessons for federal policymakers and higher education administrators and faculty from the Voluntary System of Accountability (VSA): (1) Build a foundation of trustworthy data; (2) Report meaningful, targeted information; (3) Educate users on key metrics; and (4) Work toward collective, integrated action.
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56. Keller, C., Kuh, G., Phillippe, K., Provezis, S., Weiler, W. October 2011. National transparency initiatives: Where are they now?.
Presentation at Assessment Institute on transparency, influences of assessment, and the Voluntary System of Accountability (VSA).
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57. Kinzie, J. October 2010. Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010.
This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions-- regarding their perspectives on the state of learning assessment practices on their campuses.
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58. Kotter, J.P. 2006. Leading change.
Using an eight-step process and examining the challenges of over 100 companies, Kotter presents readers with ideas for change for organizations trying to overcome their challenges. The eight steps include: 1) establishing a sense of urgency; 2) creating the guiding coalition; 3) developing a vision and strategy; 4) communicating the change vision; 5) empowering employees for broad-based action; 6) generating short-term wins; 7) consolidating gains and producing more change; and 8) anchoring new approaches in the culture.
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59. Kuh, G. D. 2003. What we're learning about student engagement from NSSE: Benchmarks for effective educational practices.
After a brief outline about the evolution and status of NSSE, the article summarizes what has been learned thus far regarding patterns of engagement of different groups of students.
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60. Kuh, G., & Ikenberry, S. October 2009. More than you think, less than we need: Learning outcomes assessment in American higher education.
The 2009 report from the National Institute of Learning Outcomes Assessment (NILOA) is based on information from more than 1,500 regionally accredited degree-granting institutions in the U.S. The NILOA study, titled “More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education,” summarizes what colleges and universities are doing to measure student learning.
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61. McCollum, Daniel L. Mar/Apr2011. The deficits of standardized tests: Countering the culture of easy numbers.
Abstract: The article presents an analysis on the validity of the Voluntary System of Accountability (VSA), which requires the use of Collegiate Learning Assessment (CLA), Educational Testing Service (ETS) Proficiency Profile (EPP) or Collegiate Assessment of Academic Proficiency (CAAP) to measure student learning. It offers definition of validity which focus on supporting the use of test's scores. It adds that the use of electronic portfolios (e-portfolios) helps to engage students in deep learning.
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62. McPherson, P., & Shulenburger, D. 2006, August. Toward a public universities and colleges Voluntary System of Accountability for undergraduate education (VSA): A NASULGC and AASCU discussion draft.
This article talks about the VSA and how institutions can use this self-evaluation.
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63. Miller, M. A. July 2008. The Voluntary System of Accountability: Origins and purposes.
This article presents an interview conducted with George Mehaffy and David Shulenberger who are vice presidents of AASCU and NASULGC respectively, which lead the development of the VSA. The article presents background information, what different stakeholder groups want to know about higher education, and discussions on reporting learning outcomes.
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64. Miller, M., Lincoln, C., Goldberger, S., Kazis, R., Rothkoph, A. 2012, January. From denial to acceptance: The stages of assessment.
In some ways, the assessment movement over the last 25 years is similar to what individuals experience as they move through Kübler-Ross’s (1997) stages of grief: denial, anger, bargaining, depression, and acceptance. Eventually, reluctantly, slowly, and unevenly, many institutions have come to an acceptance of assessment and its role in higher education.
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65. Millet, C. M., Payne, D. G., Dwyer, C. A., Stickler, L. M., & Alexiou, J. J. 2008. A culture of evidence: An evidence-centered approach to accountability for student learning outcomes.
This paper presents a framework that institutions of higher education can use to improve, revise and introduce comprehensive systems for the collection and dissemination of information on student learning outcomes. For faculty and institutional leaders grappling with the many issues and nuances inherent in assessing student learning, the framework offers a practical approach that allows them to meet demands for accountability in ways that respect the diverse attributes of students, faculty and the institutions themselves.
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66. Morelon, C. 2006. Building institutional capacity for informed decision making to enhance student learning outcomes.
Although a good deal has been written on accountability, accreditation, assessment, and institutional effectiveness, there is a dearth of examples from Historically Black Colleges and Universities (HBCUs) about how they use these processes for institutional improvement. Given the press for institutions to provide evidence of their impact on student learning, resource-dependent HBCUs are challenged to meet such demands. The purpose of this research was to better understand factors that compelled one institution to become more data-centered in its decision making in order to affect student learning outcomes.
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67. National Commission on the Future of Higher Education. 2006. A test of leadership: Charting the future of U.S. higher education..
This report looks at the future of higher education and the issues of: value, access, cost and affordability, financial aid, learning, transparency and accountability, and innovation.
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68. Ndoye, A., & Parker, M. A. 2010. Creating and sustaining a culture of assessment.
Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually dependent on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications.
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69. Ochoa, E. M. April 2012. The state of assessment of learning outcomes.
My sense of assessment of learning outcomes in higher education is framed by what I think is its ultimate purpose and ideal end-state. Ideally, we would have a well-articulated, measurable set of desired educational outcomes associated with all our academic programs. Such measures would exhibit some commonalities in terms of capacities associated with different degree levels, as well as unique aspects by discipline and institutional mission. Student progress toward achieving those capacities would be gauged based on how far and how many of the desired outcomes have been attained using well-established metrics, rather than by seat time or actual hours of work.
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70. Paris, D. 2011. Catalyst for change: The CIC/CLA consortium.
The CIC Collegiate Learning Assessment (CLA) Consortium updates their 2008 report with this final report of their experience with the CLA in 48 institutions.
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71. Paulson, K. 2001. An annotated bibliography on competencies.
Literature on competency-based learning models is presented through a bibliography including: a general introduction and historical underpinnings of compentency-based learning in postsecondary education, the usage of of competency-based learning in the admissions and placement process, the usage of compentencies in postsecondary settings, a usage of competencies during the conclusion of college programs, and efficacious institutional usage of competencies for improvement.
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72. Pinsent-Johnson, C., Howell, S., and King, R. 2013. Returning to high school in Ontario: Adult students, postsecondary plans and program supports.
This report from HEQCO reveals that most adults who return to high school do so because they want to pursue postsecondary education.
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73. Powell, J. W. 2011. Outcomes assessment: Conceptual and other problems .
In his essay, Powell calls for reform of outcomes assessment in general education.
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74. Prior Learning Assessment Inside Out. 2012. PLA: Quality assurance and accountability.
The second issue of PLAIO focuses on a range of issues, problems and questions concerning quality assurance and accountability.
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75. Provezis, S. October 2010. Regional accreditation and student learning outcomes: Mapping the territory.
Regional Accreditation in the American higher education system has been challenged in recent years as to its approach to evaluating institutional quality, but too little is known about the criteria and processes they use. This paper carefully examines how regional accrediting groups go about the job of making judgments about institutional quality. To do so, policies and procedures of the seven regional accreditors as they relate to student learning outcomes assessment are examined to find similarities and differences. In many ways, these organizations exhibit a degree of consistency across regions with regard to student learning outcomes assessment. However, more could be done to define useful approaches to assessment, to disseminate these approaches, and to address the cost of these additional expectations for institutions.
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76. Rodgers, M. Jan/Feb2011. A call for student involvement in the push for assessment.
Abstract: The author discusses the important assessment practices for students in universities. She mentions her attempt to encourage faculty, administrators and the president of the Student Government Association (SGA) at her own institution for them to realize the importance of assessment for quality improvement and accountability reasons, but her suggestion to implement assessment failed. However, she still hopes that awareness of assessment will not be ignored, and she encourages students to move.
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77. Rosenbaum, J. E. 2004. It's time to tell the kids: If you don't do well in high school, you won't do well in college (or on the job) .
This article outlines research findings suggesting that high school students do not understand the connection between high school class performance (considering both grades received and academic rigor) and college success. The American Diploma Project makes connections to research and suggestions are offered for addressing the problem.
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78. Sanders, I. B. S. 2009. Institutional effectiveness plans in reaffirming accreditation: A phenomenon at one Historically Black College.
This qualitative phenomenological study described the perceptions, experiences and understanding of a group of 22 participants, regarding leadership tactics for improving Institutional Effectiveness (IE) plans in reaffirming accreditation at one Historically Black College.
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79. Schulenburger, D. & Keller, C. 2010. Interpretation of findings from the test validity study for the voluntary system of accountability.
This document explains how the test validity study (TVS) results inform learning outcomes measurement within the Voluntary System of Accountability (VSA).
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80. Senge, P.M. 1990. The fifth discipline: The art and practice of the learning organization.
The five disciplines of learning organizations discussed in this book include: personal mastery, mental models, building shared vision, team learning, and systems thinking. The fifth discipline, systems thinking, is the focus of the book and is used to help understand learning organizations.
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81. Shavelson, R. J. 2007. A brief history of student learning assessment: How we got where we are and a proposal for where to go next.
A history of assessment as well as a brief overview of the Collegiate Learning Assessment (CLA) are of focus.
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82. Smith, V. July 2011. Transparency drives learning at Rio Salado College .
No doubt about it, higher education is under greater scrutiny. Such scrutiny is especially intense in the case of predominantly on-line academic programs. Documenting what students are learning and making that evidence transparent are common challenges. These expectations may only increase as higher education looks for cost-effective solutions to access, retention and completion at both the institutional level and the program level.
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83. State Higher Education Executive Officers. 2005. Accountability for better results: A national imperative for higher education.
Within this report, the National Commission on Accountability in Higher Education recommends an ongoing and vigorous dialogue targeted on meeting the educational needs of the American people, issuing a series of recommendations designed to improve student preparation, public investment in educational priorities, teaching and research, cost-effectiveness, and the availability of key data.
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84. Sullivan, D. 2015. The VALUE breakthrough: Getting the assessment of student learning in college right.
From AAC&U: "Author Daniel Sullivan tells us how VALUE relates both to the larger aims of a quality liberal education, to the capabilities employers seek and reward, and to the public policy pressures of our current environment."
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85. Sullivan, T. A., Mackie, C., Massy, W. F., & Sinha, E. 2012. Improving measurement of productivity in higher education.
A report recently released by the National Research Council titled, "Improving Measurement of Productivity in Higher Education," discusses various ways to measure institutional quality and college productivity.
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86. Volkwein, J. F. September 2011. Gaining ground: The role of institutional research in assessing student outcomes and demonstrating institutional effectiveness.
The work of institutional researchers is gaining importance on today's campuses. Included in institutional researchers wide range of duties is a significant role in student outcomes assessment. In this eleventh NILOA Occasional Paper, J. Fredericks Volkwein leads us through their roles. Analysis of data obtained from the Center for the Study of Higher Education at Penn State’s survey “National Survey of Institutional Research Offices in 2008-09,” gathered from over 3,300 professional staff is included. Overall, this occasional paper helps to better understand the role, responsibilities and challenges faced by institutional researchers in relation to student outcomes assessment on their campuses.
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87. Walvoord, B. E. 2004. Assessment clear and simple: A practical guide for institutions, departments, and general education.
"The first edition of this book became an essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution."
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88. Wellman, J. V. January 2010. Connecting the dots between learning and resources.
With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment. One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree. Another important insight—again against the grain of conventional wisdom—is that simply investing more money does not appear to produce more or better outcomes. As Wellman points out, the key to productivity is intentionally targeted investments.
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