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Search returned 82 results using Keyword: "Assessment plans"



1. Achieving the dream.
Achieving the Dream is a national initiative for community college student success. Its primary focus is to help student groups who have traditionally faced significant barriers, particularly low-income students and students of color, to reach their individual goals of obtaining higher education degrees and better jobs. Emphasizing a data-driven approach, this initiative seeks to motivate institutional change, policy change, public engagement, and knowledge development.
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2. 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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3. 2012. From goal to reality: 40-40-20: A Report on strategies to meet Oregon's 40-40-20 education goals.
Centering around the goals set by the passage of Oregon Senate Bill 253, this collection outlines actions to take for the state university system to realize it goals of having eighty-percent of its adult residents hold at least an associates degree by 2025.
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4. LaGuardia Community College ePortfolio.
LaGuardia Community College uses the ePortfolio system on its campus. Several resources about the history of ePortfolios on campus are available on its website.
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5. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
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6. 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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7. 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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8. Student Assessment of their Learning Gains.
The SALG instrument focuses exclusively on the degree to which a course has enabled student learning.
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9. University of Hawai'i at Manoa: Assessment curriculum mapping.
This page describes curriculum mapping and offers a curriculum matrix, definitions, examples, and best practices.
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10. American Association of Higher Education. 1992. Principles of good practice for assessing student learning.
The authors of the Principles provide a set of guidelines for effective assessment practice.
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11. Anderson, L. & Krathwohl, D.R. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives.
Building from Bloom's taxonomy, this book offers a two-dimensional framework in hopes of improving teaching and students outcomes. A series of vignettes written by and for teachers illustrate how to use this ground-breaking framework which provides teachers with a tool to help them make sense of objectives and to organize them so they are clearly understood and fairly easy to implement.
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12. Association for Institutional Research. 2009. A ten-step process for creating outcomes assessment measures for an undergraduate management program: A faculty-driven process.
This paper offers a plan for involving department faculty members in the creation of outcomes assessment by borrowing from the current literature in the field, as well as literature from human resources development and organizational behavior.
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13. 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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14. Baker, G. R. April 2012. Texas A&M International University: A culture of assessment INTEGRATEd.
Texas A&M International University was selected as a NILOA case study institution due to 1) its commitment to choosing assessments and tools appropriate for its students, 2) its long history with and innovative approach to assessment, and 3) the influential role of professional development at the institution to help prepare “Assessment Champions” and expand the number of “pockets of excellence” in terms of assessment practices throughout the campus.
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15. 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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16. Banta, T. W. Jan/Feb2012. A surprising reaction.
Abstract: The article focuses on the introduction of the degree qualifications profile (DQP) which was discussed at the opening session of the 2011 Assessment Institute in Indianapolis, Indiana October 30, 2011. Cecilia Lopez, associate vice chancellor for arts and science for the City Colleges of Chicago (CC) suggested to focus on the DQP as a result of watching reactions to it among faculty in her consortium of two-year institutions. Comments from the participants about DQP are provided.
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17. Banta, T. W. May/Jun2011. Double loop learning in assessment.
Abstract: The article discusses double loop learning in assessment that involves planning, implementation, analysis of findings, improvement and back to planning. It suggests that the double loop should involve measuring again to check the improvements taken. The article concludes that there is a critical need for measurement experts in developing the methods for the scholarship of assessment.
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18. Banta, T. W. (Ed.). 2004. Hallmarks of effective outcomes assessment.
"This booklet brings together the best guidance and practices from Assessment Update to illustrate time-tested principles for all aspects of assessment from planning and implementing to sustaining and improving assessment efforts over time. Useful for those new to assessment as well as experienced practitioners, it details the specific hallmarks required for the success of any assessment program--from leadership and staff development to the assessment of process as well as outcomes, ongoing communication among constituents, and more."
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19. Banta, T. W. (Ed.). 1999. Portfolio assessment: Uses, cases, scoring, and impact.
"This booklet's articles explore how portfolios, including Web-based portfolios, have been used at various institutions to assess and improve programs in general education, the major, advising, and overall institutional effectiveness. They describe ways portfolios can be scored, students' perspectives on portfolios, how portfolios changed the faculty culture at one college, and more."
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20. Banta, T. W., Jones, E. A., & Black, K. E. 2009. Designing effective assessment: Principles and profiles of good practice.
Over 146 higher education institutions were profiled in order to identify the 13 most essential principles for good practice in assessing student learning outcomes. Three phases of assessment - planning, implementing, and improving and sustaining assessment on campus - are of focus.
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21. Banta, T. W., Pike, G. R., Hansen, M. J. 2009. The use of engagement data in accreditation, planning and assessment.
This article provides a basis for the use of evidence in institutional decision making and planning. The authors identify four steps in creating a “culture of evidence.” These include: goal setting, identifying assessment measures, tracking/data collection analysis, and application of findings. NSSE results are uses as examples of understanding the four steps.
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22. Bashford, J., & Slater, D. January 2008. Assessing and improving student outcomes: What we are learning at Miami Dade College.
This paper presents Miami Dade College’s institutional effectiveness office use of data to make decisions about college operations in an attempt to improve student outcomes. Strategies are presented and examples of institutionalizing those strategies are examined.
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23. Bember, V., Trwoler, P., Saunders, M., & Knight, P. 2009. Enhancing learning, teaching, assessment and curriculum in higher education.
Using case studies and theoretical frameworks, this book invites readers to conceptualize improvement within their institution.
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24. 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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25. Bresciani, M., Zelna, C., and Anderson, J. 2004. Assessing student learning and development.
Assessing Student Learning and Development is a must read for professionals at any level of their career. The authors not only document the importance of assessing student learning, but also provide student affairs professionals with specific techniques, ideas, and examples for assessing student learning and development in academic and student support services.
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26. Bresciani, M.J., Zelna, C.L., & Anderson, J.A. 2004. Assessing student learning and development: A handbook for practitioners.
This handbook argues the importance of student learning assessment and gives the reader a toolbox of techniques and examples for student learning and development assessment.
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27. Cunningham, A., & Leegwater, L. 2011. Minority-serving institutions: What can we learn? .
The role that MSIs play in the lives of low-income, students of color, in respect to institutional policies and practices particular to these institutions, are the focus of this chapter. Included are promising practices facilitating student success and ways to circumvent potential barriers for low-income students at MSIs.
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28. Denecke, D., Kent, J., & Wiener, W. 2011. Preparing future faculty to assess student learning.
Seeking to enhance teaching and student learning through assessment, this report looks at the efficacy of using programs similar to and including Preparing Future Faculty (PFF) to prepare graduate students entering the professoriate.
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29. Driscoll, A. & Wood, S. 2007. Developing outcomes-based assessment for learner-centered education: A faculty introduction.
This book attempts to explain how faculty can comfortably use outcomes-based assessment within their own instruction. The author navigates readers through the process of creating expectations, standards and criteria, and course alignment to desired outcomes. articulating expectations, defining criteria and standards, and aligning course content consistently with desired outcomes
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30. 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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31. Eubanks, David A. & Royal, Kenneth D. May/Jun2011. A survey of attitudes about methods of assessment.
Abstract: The article discusses the results of a survey of attitudes about methods of assessment. It speculates that the underwhelming endorsement of purely psychometric methods among assessment professionals may come from pressures to implement a practical assessment program with limited means, lack of knowledge of theory and a preference for less formal methods. The article also mentions the need for a forum for open discussion about the theory and practice of assessment.
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32. Ewell, P. T. May/Jun2011. From the states.
Abstract: The article discusses the Lumina Degree Profile (DQP), a first step for U.S. colleges and universities to develop aligned learning outcomes across degree levels. It suggests that the inability to define the meaning of a college credential is the results of the decentralized structure of higher education in the U.S. The article also enumerates that specialized knowledge, broad integrative knowledge, applied learning, intellectual skills and civic learning as five DQP domains.
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33. Ewell, P., Kinzie, J., Keith, J., & Love, M. B. January 2011. Down and in: A national perspective on program-level assessment.
Presentation at Association of American Colleges and Universities (AAC&U) on the Reviewing NILOA survey results, qualitative information on program assessment, with examples from two exemplary campuses.
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34. Fulcher, K. and Orem, C. Winter 2010. Evolving from quantity to quality: A new yardstick for assessment.
Higher education experts tout learning outcomes assessment as a vehicle for program improvement. To this end the authors share a rubric designed explicitly to evaluate the quality of assessment and how it leads to program improvement. The rubric contains six general assessment areas, which are further broken down into 14 elements. Embedded within the article are links to the full rubric, an example of an exemplary assessment report, and a how-to guide for conducting and reporting quality assessment.
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35. Fuller, M. B. 2012. The survey of assessment culture.
The Survey of Assessment Culture is meant to spark dialogue into the state of assessment culture in America and to provide an empirical foundation on factors influencing assessment culture with the eventual goal of increasing institutional capacities to develop, maintain, or augment their culture of assessment. The Survey of Assessment Culture serves as a framework for initiating a dialogue into what a culture of assessment looks like, why it exists, and how it changes.
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36. Garcia, A. E., & Pacheco, J. M. 1992, March. A student outcomes model for community colleges: Measuring institutional effectiveness.
This paper presented at the 1992 North Central Association of Colleges and Schools commission outlines Santa Fe Community College's Student Outcomes Model. Through a series of ongoing outcomes studies, the SOM seeks to: identify what the college should be teaching, measure the extent to which the college is actually doing so, and collect information to help the college better fulfill its mission.
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37. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium size public university’s general education program.
Discusses how the institution implemented assessment on its campus and how they are using the data collected.
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38. Gilchrist, D., & Oakleaf, M. April 2012. An essential partner: The librarian’s role in student learning assessment.
Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment. The paper includes a variety of examples of institutions that have developed student learning assessment processes.
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39. Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., et al. 2015, March. Learning Outcomes Assessment: A Practitioner’s Handbook.
This handbook from the Higher Education Quality Council of Ontario (HEQCO) serves as a resource for faculty and administrators to design and assess program-level learning outcomes. The handbook includes tips, examples and case studies, and recommendations on methods for developing program-level learning outcomes and assessment.
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40. Hatfield, S. 2009. Assessing your program-level assessment plan.
This paper helps institutions understand how to assess their program-level assessment plans.
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41. Hecht, Laura. Achieving transparency, closing the loop.
This short case study discusses the use transparent assessment strategies and technology to involve faculty in the assessment process, understand student gaps in learning, and foster solutions to close these gaps.
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42. Henning, G.W. & Roberts, R. 2016. Student affairs assessment: Theory to practice.
A resource for those new to assessment in student affairs.
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43. Huba, M.E. & Freed, J. E. 1999. Learner-centered assessment on college campuses: Shifting the focus from teaching to learning.
A guide to moving toward student-based assessment and outcomes grounded in constructivist learning theory and continuous improvement.
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44. 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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45. Jan Norton and Karen S. Agee. 2014, December. Assessment of Learning Assistance Programs: Supporting Professionals in the Field.
This white paper seeks to encourage learning assistance professionals by offering a practical approach to assessing their programs. The purpose is to illuminate the many assessment resources available and the methods used by individuals in the field. Good practices in assessing learning assistance are also highlighted.
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46. Jankowski, N. April 2012. St. Olaf College: Utilization-Focused Assessment.
The National Institute for Learning Outcomes Assessment (NILOA) selected St. Olaf as a case study institution due to the institutional framing of assessment as inquiry in support of student learning and as meaningful, manageable, and mission-driven; the utilization-focus/backward-design approach employed in assessment; the integration of student learning outcomes assessment processes into faculty governance structures; and the collaborative involvement of multiple stakeholders and diverse ways in which evidence of student learning is utilized throughout the institution.
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47. Khan, R., Khalsa, D., Klose, K., and Cooksey, Y. Winter 2012. Assessing graduate student learning in four competencies: Use of a common assignment and a combined rubric.
Abstract: Since 2001, the University of Maryland University College (UMUC) Graduate School has been conducting outcomes assessment of student learning. The current 3-3-3 Model of assessment has been used at the program and school levels providing results that assist refinement of programs and courses. Though effective, this model employs multiple rubrics to assess a wide variety of assignments and is complex to administer. This paper discusses a new outcomes assessment model called C2, currently being piloted in UMUC’s Graduate School. The model employs a single common activity (CoA) to be used by all Graduate School programs. It is designed to assess four of the five student learning expectations (SLEs) using one combined rubric (ComR). The assessment activity, scored by trained raters, displays pilot results supporting inter-rater agreement. Pilot implementation of the C2 model has advanced its reliability and its potential to streamline current assessment processes in the Graduate School.
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48. Klemic, G. G., & Lovero, E. Jan/Feb2011. Closing the loop: Assessing SLOs for quantitative and qualitative models in business courses.
Abstract: The article offers information on the assessment of student learning outcomes (SLOs) in the College of Business (COB) at Lewis University in Romeoville, Illinois, as part of COB's assessment plan and the Academic Quality Improvement Program (AQIP) of their regional accreditor. It mentions the development of an assessment device used for the assessment processes. It notes that the assessment project helps the faculty realize to adjust their teaching and courses to improve student learning.
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49. League for Innovation and Questionmark. 2004. An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness.
This white paper was composed by an advisory team of community college practitioners and assessment experts and provides a framework for assessing student learning. The framework includes: a) assessment vocabulary; b) implementation processes, and 3) methods for data generation and reporting. The goals is to, besides providing this formal structure, to establish a common language so that all the assessment stakeholders could understand each other well when communicating.
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50. 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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51. Lee, W. 2010. Assessment & evaluation in higher education (3rd Edition).
This reader addresses issues and concepts regarding assessment and evaluation in higher education. The content reflects a cross-section of postsecondary education by presenting reading on assessment and evaluation at public, private, coed, gender-specific, minority-serving, and predominantly white institutions.
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52. Lester, N., et al. 2003. Writing across the curriculum: A college snapshot.
This article describes a research project intended to yield data about the state of writing across the curriculum at one urban college campus site.
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53. Lowry H. J., Howery, C. B., Myers, J. P., et al. . 2005. Creating an Effective Assessment Plan for the Sociology Major.
This resource serves as a manual on assessment specifically prepared for departments and programs that offer an undergraduate major in sociology. It was guided by best practices of assessment for higher education, and could serve as a resource for those conducting assessment work in other departments.
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54. Makela, J. P., & Rooney, G. S. June 2012. Learning outcomes assessment step-by-step: Enhancing evidence-based practice in career services.
This newest monograph, "Learning Outcomes Assessment Step-by-Step: Enhancing Evidence-Based Practice in Career Services," by Julia Panke Makela and Gail S. Rooney, examine learning outcomes assessments in career services offices. Examples of practical strategies are offered.
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55. 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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56. McLeod, S. H., & Soven, M. (Eds.). 2000. Writing across the curriculum: A guide to developing programs.
How can institutions develop and sustain writing across the curriculum (WAC) programmes? This collection with contributions from leading WAC directors and consultants, helps answer this question. Topics covered include: how to get started; how to run WAC workshops; what role administrators can play; and how WAC can be integrated into the university curriculum. There are also chapters on developing permanent institutional support for WAC.
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57. Miller, R. 2007. Assessment in cycles of improvement: Faculty designs for essential learning outcomes. .
This publication features a series of reports on how selected colleges and universities foster and assess student learning in twelve liberal education outcome areas, including writing, quantitative literacy, critical thinking, ethics, intercultural knowledge, and information literacy. Moving from goals to experiences, assessments, and improvements driven by assessment data, each institutional story illustrates how complex learning can be shaped over time and across programs to bring students to higher levels of achievement of these important outcomes.
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58. 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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59. Mislevy, R. J., Almond, R. G., & Lukas, J. F. 2003. A brief introduction to evidence-centered design.
One approach to assessment is evidence-centered assessment design (ECD). This report describes the basics of ECD and presents information on a framework and possibly delivery systems using ECD.
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60. Mortiboys, M. 2010. How to be an effective teacher in higher education.
This book is a guide to effective course design, teaching practice, and evaluation for classes of all sizes.
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61. Musil, C. M., & Miller, R. AACU’s course level student learning assessment matrix.
Under AAC&U’s Shared Futures initiative, Musil and Miller developed a matrix for planning and implementing student learning assessments into a course. Sample matrices and ideas to consider are also included with the blank matrix tool.
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62. Northern Arizonia University. 2007-2009. NAU assessment guide (online).
Online assessment handbook.
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63. Noyce, P. E. and Hickey, D. T. 2011. New frontiers in formative assessment .
This book focuses on usage of formative assessment(ongoing appraisal of student response seeking out evidence of students learning and/or misconceptions) for educators. Exemplars of present work in formative assessment, ideal pathways toward the implementation of formative assessment, and roadblocks toward that implementation are given within the text.
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64. 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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65. Paretti, M. & Powell, K. 2009. Assessment of writing.
Looking to combine the expertise of institutional researchers and writing faculty, this book offers new ways to engage and assess students as writers.
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66. Pike, G. R. Jan/Feb2012. Assessment measures.
The author argues that defining the uses to be made of the assessment data is the most important step in evaluating an assessment instrument.
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67. Pike, G. R. Jan/Feb2011. Assessment measures: The Reflective Judgment Interview (EJI).
Abstract: The article offers information on the assessment measure Reflective Judgment Interview (RJI) by Patricia M. King and Karen S. Kitchener. It states that in the reflective judgment model, an individual progresses through several distinct, sequential stages in which the first three stages of the reflective judgment model represent pre-reflective thinking. It notes that RJI can provide accurate and appropriate information about the ways in which students reason about complex, ill-defined problems.
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68. Prineas, M. & Cini, M. October 2011. Assessing learning in online education: The role of technology in improving student outcomes.
This paper focuses on how online education can impact how we understand and assess student learning outcomes. The authors begin by tracing the development of both online education and assessment practice, arguing that little crossover has occurred between the two even though opportunities to connect the movements abound including data mining, program design, real time program changes, and individualized analytics for students. This paper concludes with a discussion about the changing role for faculty in this new paradigm of online education and assessment.
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69. Provezis, S., Jankowski, N. May 2011. NILOA transparency framework: A tool for transparent communication of assessment information.
Presentation at The Association for the Assessment of Learning in Higher Education (AALHE) on Student Learning Assessment Components with examples.
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70. Rhodes, T. L. 2010. Assessing outcomes and improving achievement: Tips and tools for using rubrics.
"This publication provides practical advice on the development and effective use of rubrics to evaluate college student achievement at various levels. Also included are the rubrics developed by faculty teams for fifteen liberal learning outcomes through AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project."
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71. Schuh, J. H., Upcraft, M. L., & Associates. 2001. Assessment practice in student affairs: An applications manual.
An companion to the 1996 release, "this manual continues the work begun in their earlier book and provides a full range of tools for conducting effective assessments. The authors begin with an overview of the assessment process and then detail a range of methodologies, approaches, and issues--explaining how to use them and when to recruit expertise from other campus sources."
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72. 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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73. Southern Education Foundation. Advancing Excellence, Enhancing Equity: Making the Case for Assessment at Minority-Serving Institutions.
This brief considers practical and effective ways to improve student success and assessment at minority-serving institutions.
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74. Stark, J. 1994. Assessment and program evaluation: An ASHE reader .
This edition of the reader is designed to serve as an instructional text, a reference, and a foundation for scholarly discussion regarding assessment and evaluation.
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75. Sternberg, R., Penn, J., Hawkins, C. & Reed, S. 2011. Assessing college student learning: Evaluating alternative models, using multiple methods.

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76. Terenzini, P. T. 1989. Assessment with open eyes: Pitfalls in studying student outcomes.
This article identifies some of the serious conceptual, measurement, organizational, and political problems likely to be encountered in the process of designing and implementing an assessment program and how some of them might be avoided.
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77. Tweedell, C. Sep/Oct2011. Assessment on a budget: Overcoming challenges of time and money.
Abstract: The article focuses on the strategies for educational assessment. It says that having faculty develop program-level learning outcomes is one of the first steps in organizing program assessment. It adds that standardized tests are not designed for a specific institution and may have only a limited relationship with improving learning outcomes. Moreover, the learning of the students in their educational program is the best assessment technique.
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78. Voorhees, A. B. 2001. Creating and implementing competency-based learning models.
This article defines three models of competency-based learning: general education models, trait based scales, and industry-based models. Following these descriptions, suggestions are provided for putting competency-based learning models into effect across different types of institutions.
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79. Vuong, B., & Hairston, C. C. 2012, October. Using data to improve Minority-Serving Institution success.
This brief highlights how MSIs from the Lumina MSI-Models of Success project have used data to implement policy and programmatic changes on their campuses in support of student and institutional success.
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80. 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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81. 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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82. Yousey-Elsener, K., Bentrim, E., & Henning, G.W. 2015. Coordinating Student Affairs Divisional Assessment: A Practical Guide.
This book is a practical guide for practitioners to lead and implement assessment efforts in student affairs.
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