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Search returned 86 results using Keyword: "Assessment history and trends"



1. Assessment in education: Principles, policy & practice.
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself.
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2. 2009 . Peer Review Vol. 11, No. 1: Assessing Learning Outcomes: Lesson from the AAC&U's VALUE Project.
This edition of Peer Review, AAC&U's quarterly publication on noteworthy trends and debates within undergraduate education, addresses the development and usage of emerging assessment approaches including rubrics to assess learning outcomes and e-portfolios.
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3. Ackermann, E. Summer 2007. Program Assessment in Academic Libraries: An Introduction for Assessment Practitioners.
This paper addresses recent changes in the perception of libraries’ functions in higher education and developments in measurement tools. The report looks at three issues at the helm of library assessment: (1) the tradition of assessment in libraries; (2) the current state of affairs and challenges of assessing the following library components: instruction, services, and resources; and (3) implications for the future of library assessment.
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4. 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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5. Association of American Colleges and Universities. 2002. Greater expectations: A new vision for learning as the nation goes to college.
This article provides an overview of the Greater Expectations Initiative, conducted by AAC&U from 2000-2006 which "articulated the aims and purposes of a twenty-first century liberal education and identified innovative models that improve campus practices and learning for all undergraduate students, and advocated for a comprehensive approach to reform." The results of this project helped to formulate AAC&U's current LEAP initiative.
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6. Astin, A. W. 1998. The changing American college student: Thirty-year trends, 1966-1996.
This article examines trends in student responses to the CIRP Freshman Survey over 30 years.
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7. 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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8. Banta, T. W. 2005. What draw campus leaders to embrace outcomes assessment?.
This editor's note begins with the question asked of 11 top administrators, "What can we learn from the leaders of institutions noted for outstanding work in outcomes assessment?"(p.3). This article summarize her findings.
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9. Banta, T. W., Ewell, P. T., & Cogswell, C. A. . October 2016. Tracing assessment practice as reflected in Assessment Update.
At some future point, when a definitive history of the assessment movement is written, one of the most frequently cited, influential publications will be Assessment Update (AU). Since 1989, this bimonthly newsletter has been published by Jossey-Bass in partnership with Indiana University-Purdue University Indianapolis (IUPUI). It is no coincidence that the two most frequent contributors to AU, Trudy Banta—AU’s founding editor and intellectual muse—and Peter Ewell, are also among the most prolific thinkers and writers shaping the scholarship and practice of student learning outcomes assessment. In this featured NILOA occasional paper, Banta and Ewell with the assistance of Cynthia Cogswell mine the pages of AU between 2000 through 2015 to distill the major themes and advances that characterize the evolution of assessment as a field of professional practice.
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10. Banta, T.W. (ed.). 2007. A bird's-eye view of assessment: Selections from editor's notes.
This issue examines aspects of college assessment during the last twenty years.
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11. Banta, T.W., & Associates. 2002. Building a Scholarship of Assessment.
In this book, leading experts in the field examine the current state of assessment practice and scholarship, explore what the future holds for assessment, and offer guidance to help educators meet these new challenges. The contributors root assessment squarely in several related disciplines to provide an overview of assessment practice and scholarship that will prove useful to both the seasoned educator and those new to assessment practice. Ultimately, Building a Scholarship of Assessment will help convince skeptics who still believe outcomes assessment is a fad and will soon fade away that this is an interdisciplinary area with deep roots and an exciting future.
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12. Bengiamin, N.N., & Leimer, C. (2012). SLO-based grading makes assessment an integral part of teaching.
This study investigates whether grades can be used as effective assessment if certain deficits of grading are addressed.
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13. Benjamin, R. February 2011. Avoiding a tragedy of the commons in postsecondary education.
At this moment in history, human capital -- the stock of knowledge and skills citizens possess-- is our country’s principal resource. To develop human capital requires a high performing educational system, as education is the primary venue for preserving and enhancing human capital. But a storm is brewing in plain sight. Here’s a brief, incomplete, but ominous sketch of the problem and what it means for assessment.
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14. 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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15. 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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16. Bresciani, M. Summer 2011. Identifying barriers in implementing outcomes-based assessments program review: A grounded theory analysis.
While conversations proposing standardized testing within higher education abound (Allen & Bresciani, 2003; Department of Education (DOE), 2006; Ewell, 1997a, 1997b; Ewell & Jones, 1996; Maki, 2004; Palomba & Banta, 1999), proponents of outcomes-based assessment program review are still applauding the value and extent that the process can be used to inform decisions to improve student learning and development (Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Huba & Freed, 2000; Maki, 2004; Mentkowski, 2000; Palomba & Banta, 1999; Suskie, 2004). As such, practitioners of outcomes-based assessment continue to seek various ways to meaningfully engage in outcomes-based assessment program review in order to find ways to improve student learning and development.
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17. Bresciani, M. J. August 2011. Making assessment meaningful: What new student affairs professionals and those new to assessment need to know.
With the growing demands of assessment becoming more widespread throughout higher education institutions, knowledge about assessment for new student affairs professionals is even more critical. Marilee J. Bresciani provides a quick overview as to how new student affairs professionals can contribute both effectively and meaningfully to assessment practices at their institution.
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18. Carey, S. J. (Ed.) . Winter 2010. Engaging departments: Assessing student learning .
Peer Review is a quarterly magazine put out by the AAC&U on trends and debates in undergraduate liberal education. This issue focuses on departmental learning assessment, drawing from the 2009 Engaging Departments Institute.
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19. Carnevale, A., Strohl, J. 2011. Our economically polarized college system: Separate and unequal.
The article presents discussion regarding the socioeconomic divisions present within the higher education system of the United States in the 21st century. The author asserts that nearly 80 percent of low income students attend lower-quality colleges throughout the nation. Discussion is offered criticizing what the author sees as an increasing social polarization and stratification between elite schools and less competitive community colleges. It is suggested that such a divide is contrary and threatening to the American ideal of social and economic freedom. Advice is then given outlining ways in which institutions can help alleviate the problem.
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20. Carver, L. & Harrison, L. M. 2013. MOOCS and democratic education.
Within this article the authors take up the question of whether Massive Open Online Courses (MOOCs) are beneficial or harmful for democratic societies. Accordingly, they argue that MOOCs can be used to increase or hinder democratic societies. Depending on how people understand the purpose of education in a democratic society, MOOCs can either enhance democracies by fostering a greater sense of collective networking and individual creativity or hinder democracies by exacerbating the stratification of higher education, where the lower classes have access to MOOCs and upper classes have access to traditional higher education classrooms.
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21. Chun, M. 2002. Looking where the light is better: A review of the literature on assessing higher education quality.
Reviewing works from the past 40 years, this piece asks critical questions of the character and practice of assessment within higher learning.
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22. Connor, R. June 2011. Navigating a perfect storm.
There’s good reason to think that higher education is about to confront a perfect storm, a convergence of troubles that are more than the usual bluster. The economy is not just slow to recover; it may be ‘hollowing out’ in ways that undermine the old claim that going to college guarantees a good job upon graduation. Confidence in higher education may also be waning, if not among the general public then among policy makers troubled by stagnant graduation rates and slippage in the rank order of percentage of adults with baccalaureate degrees compared to some other highly developed countries.
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23. De Leon, A. G. 2007. The collegiate learning assessment: A tool for measuring the value added of a liberal arts education.
This article presents a brief history and an overview of the test along with examples of colleges that have used it. It ends with a look to the future of the CLA.
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24. 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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25. Eubanks, D. 2006. The problem with standardized assessment: There are other, better ways than high-stakes testing to hold institutions accountable for making good on the promises of higher education.
This brief article offers recommendations for other assessments besides that of standardized assessment currently going on in today's higher education institutions.
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26. Evans, C. 2013, March. Making sense of assessment feedback in higher education.
This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012.
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27. Ewell, P. 2011, July. The new ecology for higher education: Challenges to community college accreditation.
This brief paper examines the nature of these changes and the specific challenges that each poses to established community college accreditation practices. It then goes on to note the kinds of changes in accreditation practices that might be needed to meet these challenges.
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28. Ewell, P. Sep/Oct2011. Regional accreditation redux.
Abstract: The article focuses on the topics related to regional accreditation in the U.S. in 2011, with the Reauthorization of the Higher Education Opportunity Act approaching in 2013. It states that the U.S. Department of Education's National Advisory Committee on Institutional Quality and Integrity (NACIQI) held two meetings to explore the issue and will make recommendations on accreditation. It adds that the Lumina Foundation will meet to discuss the future of higher education quality assurance.
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29. Ewell, P. T. 2002. An emerging scholarship: A brief history of assessment.
"This chapter offers a brief historical and analytical review of the assessment movement, from approximately 1985 to the present" (p.3).
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30. 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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31. Ewell, P. T. 2008. US accreditation and the future of quality assurance: A tenth anniversary report from the Council on Higher Education Accreditation.
"This book provides a comprehensive review of the current role of accreditation in the United States and considers its future. The principal audiences for which it was prepared are policy leaders at institutions, higher education associations, accrediting organizations and government agencies."
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32. Ewell, P., Jankowski, N., & Provezis, S. September 2010. Connecting state policies on assessment with institutional assessment activity.
The coincidence of two national surveys—one at the state level and one at the institutional level—enabled researchers at the National Institute for Learning Outcomes Assessment (NILOA) to explore the relationships between state policies on student learning outcomes assessment and institutional approaches to assessing student learning and related phenomena. This report shows the findings of that study.
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33. Ewell, P.T. (Ed.). 2011. Stopping the buck: Selections from the states.
This book explores trends in outcomes assessment at the state level.
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34. Fain, P. 2012, May 7. College credit without college.
Outlines the history, challenges, and present practices surrounding PLA.
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35. Finley, A. 2012. Making progress? What we know about the achievement of liberal education outcomes.
This report "presents comparative data on achievement over time across an array of liberal education outcomes such as critical thinking, writing, civic engagement, global competence, and social responsibility...[and] highlights new approaches to advancing meaningful assessment with effective pathways for learning and student success."
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36. Franke, R., Ruiz, S., Sharkness, J. DeAngelo, L. & Pryor, J. H. 2009. Findings from the 2008 administration of the College Senior Survey (CSS): National aggregates.
This report discusses overall trends found through the College Senior Survey from the 2008 data.
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37. Hart Research Associates. Spring 2013. It takes more than a major: Employer priorities for college learning and student success.
This report provides a detailed analysis of employers’ priorities for the kinds of learning today’s college students need to succeed in today’s economy. It also reports on changes in educational and assessment practices that employers recommend.
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38. Higher Education Research Institute. 2011. Findings from the 2009 administration of the Your First College Year (YFCY): National aggregates.
This report summarized general findings from the 2010 YFCY.
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39. Hopps, J. G. 2006. Still striving: Challenges for board of trustees of historically black colleges and universities.
Leading off with a brief history of HBCUs and their connection to SACS, the main goal of this paper is to help HBCU boards of trustees understand their role and some of its challenges. As financial challenges seem to be one of the biggest issues today in higher education, boards have the important task of development, maintenance and/or review of the institutions’ mission; selection of the president; and promoting faculty excellence. Boards are majorly important is helping institutions function and operate as well as help promote institutional assessment.
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40. Howard, R., McLaughlin, G., Knight, W. & Associates . 2012. The handbook of institutional research.
A comprehensive resource offering a historical overview of the field, strategic knowledge, and techniques from leading experts in institutional research.
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41. Hutchings, P. April 2010. Opening doors to faculty involvement in assessment.
Much of what has been done in the name of assessment has failed to induce large numbers of faculty to systematically collect and use evidence of student learning to improve teaching and enhance student performance. Pat Hutchings, a senior associate at The Carnegie Foundation for the Advancement of Teaching, examines the dynamics behind this reality, including the mixed origins of assessment, coming both from within and outside academe, and the more formidable obstacles that stem from the culture and organization of higher education itself. Then, she describes six ways to bring the purposes of assessment and the regular work of faculty closer together, which may make faculty involvement more likely and assessment more useful.
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42. Hutchings, P., Ewell, P., Banta, T. 2012. AAHE principles of good practice: Aging nicely.
Twenty years ago, in 1992, the American Association for Higher Education’s Assessment Forum released its “Principles of Good Practice for Assessing Student Learning,” a document developed by twelve prominent scholar-practitioners of the movement. The principles have been widely used, studied, and written about (see for instance Banta, Lund, Black & Oblander, 1995), and adapted in other documents and statements. Their inclusion on the NILOA website is a welcome addition, for, like good wine, the AAHE Principles have aged quite nicely.
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43. Ikenberry, S., Kuh, G., Provezis, S., Jankowski, N., Jea, G., Goldfarb, J., Makela, J. December 2009. Mapping the landscape of learning outcomes assessment.
Presentation at Higher Education Collaborative (HEC) at University of Illinois, Urbana Champaign on accreditation study questions and methods, schools with common learning outcomes, assessment types, and evaluation of survey and web scan reports.
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44. Jankowski, N. 2014, January. Assessment of student learning: An overview of the landscape.
This presentation was given at North Central Michigan College in Petoskey, MI, and discusses the history and mission of NILOA and current trends in higher education assessment.
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45. Jankowski, N., & Kinzie, J. October 2016. Future directions of assessment: Movement on the field..
This presentation explores three shifts in the field of assessment toward more cross-cutting, integrative initiatives and projects. Efforts to document student learning through co-curricular transcripts and active integration of academic affairs and student affairs will be discussed, followed by an overview of the importance of transparent communication to various audiences of our current initiatives and ongoing assessment activities. The presentation will conclude with an overview of what NILOA has been learning from institutions through the work of tracking and mapping involvement with the Degree Qualifications Profile.
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46. Jankowski, N., Kuh, G. June 4, 2012. Lessons from the Field: A NILOA Update.
Presentation at Association for Institutional Research (AIR) on NILOA's mission, current projects, and findings.
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47. Jaschik, S. October 2009. Turning surveys into reforms.
Inside Higher Ed captures the significant of the 10 year anniversary celebration of NSSE and raises questions for the future of assessments.
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48. 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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49. Kramer, G. L., & Swing, R. L. (Eds). 2010. Higher education assessments: Leadership matters.
"This book reflects the work of a select group of researchers, scholars, and practitioners in higher education assessment with the goal of identifying strategies that assist senior campus leaders as they respond to the challenges of a changing economic landscape and political climate."
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50. Kuh, G. 2013, May 15.. What if the VSA Morphed into the VST?.
Blog post on transparency and student learning outcomes.
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51. Kuh, G. D. 1999. How are we doing? Tracking the quality of the undergraduate experience, 1960s to the present.
This paper examines the quality of the undergraduate experience, drawing upon several decades of CSEQ data.
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52. Kuh, G. D., & Ewell, P. T. 2010. The state of learning outcomes assessment in the United States.
"This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States" (p.1)
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53. Kuh, G.D. 2003. Assessing what really matters to student learning: Inside the National Survey of Student Engagement.
This article covers the history and current importance of NSSE. Access to article is through JSTOR, which may require login information.
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54. Lagotte, B. Summer 2012. Review of “good education in an age of measurement”.
In Good Education in an Age of Measurement, Gert J.J. Biesta argues that analysis about what constitutes a “good” education demands more than the evidence-based, “best practice” paradigm currently offers. Furthermore, the narrow perspective of assessing learning outcomes may prove detrimental for education towards a deeply democratic society. Although not exactly the type of insight assessment researchers might welcome, Biesta’s thoughtful critique can ultimately enhance the ways scholars evaluate the quality of education. Biesta reinvigorates discussions about what constitutes a good education, specifically the purpose of education. Concerned about a lack of attention to purposes in the research literature, Biesta puts this issue front and center. His inquiry includes a normative perspective rather than only a managerial focus on education as a technique. That is, he produces a conceptual framework for why we ought to focus on particular educational goals. To this end, Biesta provides a three-prong framework.
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55. Laitinen, A. September 2012. Cracking the credit hour.
This report explains the history of the credit hour and argues that the credit hour is an inadequate measure of student learning.
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56. Lee, W. 2003. ASHE reader on assessment & program evaluation (2nd Edition).
This volume presents readings considered to be classics as well as documents considered to be cutting edge ideas for the future of assessment and evaluation. The first section of the volume addresses conceptual issues relating to evaluation and assessment. Additional sections address assessment and evaluation issues regarding (a) administration and institutional performance, (b) teaching and learning, (c) student performance and outcomes and (d) measurement issues.
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57. Lee, W. (Ed.). 2010. Assessment & evaluation in higher education.
This reader addresses issues and concepts regarding assessment and evaluation in higher education.
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58. Levine, A. 1997. How the academic profession is changing.
This article explores forces that are changing the academic profession across various higher education sectors. Evidence is presented from the 1995-1996 HERI Faculty Survey, as well as other sources.
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59. Liu, A., Sharkness, J., & Pryor, J. H. 2008. Findings from the 2007 administration of Your First College Year (YFCY): National aggregates.
This document provides a historical overview of the YFCY survey, information on the administration of the survey, and numerous results from the 2007 national survey.
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60. Lopez, C. 1999. A decade of assessing student learning: What we have learned; What's next?.
This article examines the effects of NCA's Assessment Initiative over the last ten years and discusses the steps required to overcome current challenges in assessment.
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61. Lumina Foundation & NILOA. 2011. The birth and growth of the Degree Qualifications Profile.
This brief describes Lumina’s process for defining what a “high quality” postsecondary degree or credential looks like. It was through these meetings that the Degree Qualifications Profile emerged.
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62. Maki, P. 2010. Coming to terms with student outcomes assessment.
This book is intended for those skeptical of the process of building a culture of assessment at their post-secondary institution. It presents the unvarnished first-person accounts of fourteen faculty and administrators about how they grappled, and engaged, with assessment and how – despite misgivings and an often-contentious process – they were able to gain the collaboration of their peers as the benefits for student learning became evident.
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63. Maki, P. 2010. Coming to terms with student outcomes assessment: Faculty and administrators' journeys to integrating assessment in their work and institutional culture.
Written by faculty and administrators who have served on the front lines of their institutions' efforts to integrate assessment into institutional life, this book consists of 14 essays describing the assessment journey. Integrated into each essay are lessons learned and reflections designing and implementing an effective and useful assessment process.
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64. Maki, P. L. 2004. Assessing for learning, building a sustainable commitment across the institution.
This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has developed and refined through the hundreds of successful workshops she has presented nationally and internationally.
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65. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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66. Michael Bassis. August 17, 2015. The Transformation of Higher Education in America: Understanding the Changing Landscape.
Michael Bassis assembled a fairly comprehensive annotated collection of material that describe and analyze the changing landscape of American higher education from multiple points of view. The collection, A Primer on The Transformation of Higher Education in America, covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation”, influential websites, supportive foundations and other material of note.
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67. 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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68. Millet, C. M., Stickler, L. M., Payne, D. G. & Dwyer, C. A. 2007. A culture of evidence: Critical features of assessments for postsecondary student learning.
This paper reviews "review the major tools in use today for assessing student learning and student engagement, an important aspect of the educational environment. The goal of this review is to provide a high-level overview of the major assessment tools so that higher education stakeholders can continue the national dialogue with even greater understanding of the current state of the art tools in assessing student learning in higher education. This paper provides an overview at the “30,000-foot level,” which we believe will be useful to policymakers, national organizations, and two- and four-year college and university presidents and provosts."
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69. Montenegro, E., & Jankowski, N. A. January 2017. Equity and Assessment: Moving Towards Culturally Responsive Assessment.
As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners? The paper argues that for assessment to meet the goal of improving student learning and authentically documenting what students know and can do, a culturally responsive approach to assessment is needed. In describing what culturally responsive assessment entails, this paper offers a rationale as to why change is necessary, proposes a way to conceptualize the place of students and culture in assessment, and introduces three ways to help make assessment more culturally responsive.
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70. 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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71. National Assessment of Adult Literacy (NAAL). 2005, December.. A first look at the literacy of America's adults in the 21st century.
This report presents data from the 2003 National Assessment of Adult Literacy (NAAL), which measures the English literacy of adults in America.
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72. 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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73. Pace, C. R. 1982. Achievement and the quality of student effort.
This report uses CSEQ data (collected from 12,000 undergraduate students from 40 colleges over a period of three years) to examine the relationships between the quality of student effort and student achievement.
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74. Palomba, C. A., & Banta, T. W. 1999. Assessment essentials: Planning, implementing, and improving assessment in higher education.
"This book examines current assessment practices in higher education and offers suggestions on planning assessment programs, carrying them out, and using the results to improve academic programs. Examples from all types of institutions (community colleges, liberal arts colleges, and comprehensive, doctoral and research institutions) are used to illustrate various assessment activities."
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75. Pike, G.R. (Ed.). 2011. Assessing the generic outcomes of college: Selections from assessment measures.
This book explores the history of assessment instruments, including the evolution of assessment tools, writing and critical thinking, and value-added analysis.
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76. Prior Learning Assessment Inside Out. 2012. The legacy of PLA: 40 years of practice.
This inaugural issue of PLAIO focuses on the historical roots of prior learning assessment and examines how these foundations are connected to--or disconnected from--current trends in higher education.
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77. Pryor, J. H., Hurtado, S. Saenz, V. B., Korn, J. S., Santos, J. L., & Korn, W. S. 2006. The American freshman: Forty year trends.
This report analyzes the CIRP survey from the past forty years.
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78. Pryor, J. H., Hurtado, S., DeAngelo, L., Palucki Blake, L., & Tran, S. 2009. The American freshman: National norms for fall 2009.
This report summarized the findings of the 2009 CIRP Freshman Survey. The report covers topics including: financial concerns, political issues, personal and social responsibility, AP classes, special classes, and veterans.
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79. RiCharde, R. S. 2012. What to consider when selecting an assessment management system.
A few years ago, the primary reason for using a data management system arose from the need to manage large amounts of dynamic data more efficiently. But in the past few years, there’s been a tectonic shift in public policy that catapulted organizing assessment and institutional effectiveness data to mission-critical status.
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80. Schuh, J. H. & Gansemer-Topf, A. M. December 2010. The role of student affairs in student learning assessment.
Student affairs professionals are expected to be knowledgeable about the student experience. Thus, it follows that they can and should play an important role in assessing student learning. We hope this paper will persuade faculty and institutional leaders that student affairs staff with the requisite expertise should be involved in collecting, interpreting, and using evidence of student learning for both accountability and improvement.
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81. Seymour, E., Wiese, D., Hunter, A. & Daffinrud, S.M. 2000. Creating a better mousetrap: On-line student assessment of their learning gains.
This paper discusses the development of an instrument that is designed to summarize the learning gains that students perceive they have made, both as a consequence of particular aspects of class pedagogy, and of the teacher’s pedagogical approach.
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82. 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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83. Shavelson, R. J. 2007. Assessing student learning responsibly: From history to an audacious proposal.
This article presents a brief overview on learning outcomes and their connection to the Spelling’s Commission and then presents a brief history of learning outcomes by examining different tests (including GRE, CLA, and MAPP).
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84. Silva, E., White, T., & Toch, T. 2015, January. The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape.

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85. Various. 2011, Volume 23, Number 5. Assessment update: Progress, trends, and practices in higher education.
This publication offers insights on wide-ranging issues surrounding assessment. This particular issue features articles that focus on trends within the field for the past ten years, budgets, junior faculty involvement in assessment, and course-embedded assessement.
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86. Weiss, Gregory L.; Cosbey, Janet R.; Habel, Shelly K.; Hanson, Chad M.; Larsen, Carolee. Jan 2002. Improving the Assessment of Student Learning: Advancing a Research Agenda in Sociology.
This paper summarizes current research on key components of assessment plans, discusses the history of assessment, and proposes research questions for sociologists relating to context, content, process, and effects of assessment.
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