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Search returned 332 results using Keyword: "Assessment resources"



1. 360 action verbs for student learning outcome statements in higher education.
This page provides a list of action verbs associated with learning outcomes.
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2. 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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3. Alverno College’s Diagnostic Digital Portfolio (DDP) .
Alverno College’s DDP is an institutional database designed to increase the visibility of student learning and development over time. While students are viewed as the primary users and beneficiaries, faculty, advisors, administrator, and program assessment uses are also recognized.
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4. 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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5. American evaluation association.
This association is an international professional association of evaluators devoted to the application and exploration of program evaluation, personnel evaluation, technology, and many other forms of evaluation.
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6. American journal of evaluation .
The American Journal of Evaluation (AJE) publishes original papers about the methods, theory, practice, and findings of evaluation. The general goal of AJE is to present the best work in and about evaluation, in order to improve the knowledge base and practice of its readers.
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7. ASSESS - assessment in higher education.
Housed at the University of Kentucky, a go to place for dialogue about assessment. No login required to search past postings.
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8. 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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9. Assessment update.
Assessment Update is dedicated to covering the latest developments in the rapidly evolving area of higher education assessment. Assessment Update offers all academic leaders up-to-date information and practical advice on conducting assessments in a range of areas, including student learning and outcomes, faculty instruction, academic programs and curricula, student services, and overall institutional functioning.
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10. Association for the Assessment of Learning in Higher Education (AALHE).
AALHE is an organization of practitioners interested in using effective assessment practice to document and improve student learning. There are also blog entries to stimulate online conversations about assessment. Membership in the AALHE is open to all who have an interest in assessing and improving student learning in higher education. Individual and institutional memberships are available.
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11. Benchmarking in European higher education.
A list of annual conferences, workshops and communities focused on benchmarking.
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12. Building Engagement and Attainment for Minority Students (BEAMS).
Specifically focused on student engagement and student learning, the BEAMS program worked with MSIs to improve student engagement and success. Over 100 baccalaureate MSIs were involved in the program.
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13. Career portfolio by Florida State University.
The FSU Career Portfolio is designed to help students plan for careers, reflect on their skills and abilities, and to organize evidence of past achievements. Development of this system began in 1997, with its initial launch occurring in April 2002. The portfolio website offers many resources about portfolio development, evaluation of the portfolio system, sample student portfolios, and use of completed portfolios in institutional reaccreditation efforts.
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14. Center of inquiry: Assessment support.
The Center of Inquiry works with faculty and staff at liberal arts institutions to develop stronger assessment programs that match the institutions unique mission and culture.
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15. Chicago Area Assessment Group (CAAG).
The goal of CAAG is to serve as a professional peer group that provides a forum for sharing good practices, soliciting feedback and creating an open dialogue for gathering information and thinking through ideas. CAAG is open to anyone interested in higher educational assessment.
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16. Complete College America.
Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations.
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17. Data quality campaign.
The Data Quality Campaign (DQC) is a national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement.
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18. 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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19. Educational Evaluation and Policy Analysis.
Educational Evaluation and Policy Analysis publishes scholarly articles of theoretical, methodological, or policy interest to those engaged in educational policy analysis, evaluation, and decision making. It is a multidisciplinary policy journal and considers original research from multiple disciplines, theoretical orientations, and methodologies.
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20. Educational Measurement: Issues and Practice.
Educational Measurement: Issues and Practice (EM:IP) publishes articles that illuminate issues in educational measurement and inform the practice of educational measurement. EM:IP is aimed at practitioners and users of tests and includes information about proven practices in testing, news of interest to the educational measurement community, and organizational news of the National Council on Measurement in Education.
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21. Ericae.net: Clearinghouse on assessment and evaluation.
Ericae.net "provides balanced information concerning educational assessment, provides evaluation and research methodology, resources to encourage the responsible use of educational data, and promotes the best resources within their scope."
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22. Evaluation talk.
From the American Evaluation Association, a conversation about evaluation and assessment (requires login information).
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23. 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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24. International Journal of ePortfolio .
International Journal of e-Portfolio publishes a semiannual journal for researchers and practitioners interested in the development of ePortfolios. Case studies, innovative approaches and methods to ePortfolios, and best practices are also featured in the journal.
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25. International Journal of ePortfolio (IJeP).
This journal's purpose, according to its website, is "to encourage the study of practices and pedagogies associated with ePortfolio in educational settings" while its focus includes the explanation, interpretation, application, and dissemination of researchers’, practitioners’, and developers’ experiences relevant to ePortfolio."
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26. Journal of Case Studies in Accreditation and Assessment.
The Journal of Case Studies in Accreditation and Assessment (JCSAA) publishes original, unpublished case studies related to accreditation and assessment issues in higher education. Studies reflecting issues and solutions to higher-education accreditation and assessment concerns like budgeting, outcomes/goals development, assessment implementation, rubric development and implementation, creating faculty ownership, and resistance to change are appropriate topics.
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27. Journal of Educational Measurement.
The Journal of Educational Measurement (JEM) publishes original measurement research, provides reviews of measurement publications, and reports on innovative measurement applications. The topics addressed will interest those concerned with the practice of measurement in field settings, as well as be of interest to measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
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28. 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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29. liberal.education nation .
A blog from the LEAP initiative, “It features postings and perspectives on "liberal education" - how it is changing, why it is so important in today's world, and what people are saying about it around the country and the world.”
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30. Measuring stick.
A blog series that ran during the fall of 2010, where experts explore the quality and assessment of higher education.
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31. Minority Serving Institutions (MSI) Student Learning Outcomes Institute.
As a part of this program, the Southern Education Foundation (SEF) was granted $500,000 to "Increase MSI’s commitment to transparency and effectiveness in improving student learning outcomes” as one of the objectives on Lumina's above agenda (Lumina, 2010). Through this grant, SEF’s mission is “to enhance student learning, outcomes assessment, documentation, and use at HBCUs and HSIs” (SEF, 2011). The first institute was held in January 2011. SEF hosted their second MSI Student Learning Outcomes Institute February 2-4, 2012, at the Grand Hyatt Hotel in Atlanta, GA. Association for Institutional Researchers (AIR) and SEF co-hosted an IPEDS workshop on February 2. Seven institutions have already been chosen to help lead the efforts.
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32. 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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33. 2003. National Assessment of Adult Literacy (NAAL).
The 2003 National Assessment of Adult Literacy is a nationally representative assessment of English literacy among American adults age 16 and older. Sponsored by the National Center for Education Statistics (NCES), NAAL is the nation's most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey (NALS).
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34. New Directions for Evaluation.
New Directions for Evaluation, a quarterly thematic journal, is an official publication of the American Evaluation Association. The journal publishes empirical, methodological, and theoretical works on all aspects of evaluation. Each issue is devoted to a single topic, with contributions solicited, organized, reviewed, and edited by a guest editor or editors. Issues may take any of several forms, such as a series of related chapters, a debate, or a long article followed by brief critical commentaries.
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35. New Directions for Institutional Research.
Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
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36. New Directions for Teaching and Learning.
New Directions for Teaching and Learning continues to offer a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
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37. New England Consortium on Assessment and Student Learning.
In collaboration with the New England Association of Schools and Colleges, NECASL initiated an innovative assessment project exploring how students learn and how they make important decisions about their academic programs.
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38. 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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39. 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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40. North Carolina Community College learning outcomes assessment group.
NCCCLOAG is a grassroots organization serving as a support group and a resource for anyone involved in outcomes assessment.
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41. OECD feasibility study for the international Assessment of Higher Education Learning Outcomes (AHELO).
The OECD Assessment of Higher Education Learning Outcomes (AHELO) is a ground-breaking initiative to assess learning outcomes on an international scale by creating measures that would be valid for all cultures and languages. Between ten and thirty-thousand higher education students in over ten different countries will take part in a feasibility study to determine the bounds of this ambitious project, with an eye to the possible creation of a full-scale AHELO upon its completion.
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42. 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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43. POD: Professional and Organization Development Network .
A listserv discussing teaching and learning issues as related to faculty development. No login required to read postings.
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44. Practical Assessment, Research & Evaluation.
Practical Assessment, Research & Evaluation (PARE) is an on-line journal supported entirely by volunteer efforts. Its purpose is to provide access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching practice.
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45. 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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46. Quality Approaches in Higher Education .
Published by American Society for Quality’s (ASQ) Education Division, this online journal supports manuscripts that focus on quality in education topics, such as assessing student learning outcomes.
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47. RCampus iRubric.
iRubric is a comprehensive rubric development, assessment, and sharing tool. Designed from the ground up, iRubric supports a variety of applications in an easy-to-use package. Best of all, iRubric is free to individual faculty and students. iRubric School-Edition empowers schools with an easy-to-use system for monitoring student learning outcomes and aligning with standards.
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48. Research & Practice in Assessment.
Research & Practice in Assessment is an online journal dedicated to the advancement of scholarly discussion between researchers and practitioners in the field of student learning outcomes assessment in higher education. It is the official journal of the Virginia Assessment Group, one of the oldest continuing professional higher education assessment organizations in the United States. Research & Practice in Assessment is a peer reviewed publication that uses a blind review process and is published twice annually.
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49. Research in Higher Education.
Research in Higher Education is directed to those concerned with the functioning of post-secondary education, including two-year and four-year colleges, universities, and graduate and professional schools. It is of primary interest to institutional researchers and planners, faculty, college and university administrators, student personnel specialists and behavioral scientists. Generally, empirical studies are sought which contribute to an increased understanding of an institution or allow comparison between institutions, which aid faculty and administrators in making more informed decisions about current or future operations, and which improve the efficiency or effectiveness of the institution.
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50. RubiStar.
A free online website tool developed through the Advanced Learning Technologies (ALTEC) project at the University of Kansas Center for Research on Learning helps visitors create rubrics.
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51. 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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52. Southern Connecticut State University Faculty Development.
SCSU provides some very developed and evidence-based curriculum mapping documents and resources with program-level examples.
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53. Student Affairs Assessment Leaders .
This list's main goal is to provide the opportunity for full-time student affairs assessment professionals to discuss issues to improve their work. The group and its listserv are open only to educators that coordinate assessment for divisions of student affairs.
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54. The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL).
AAEEBL, a professional association for the world ePortfolio community, provides several resources for those interested in using ePortfolios in their classrooms and institutions. Blogs, a bi-monthly newsletter, ePortfolio events, and links to resources are all provided in this expansive website.
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55. The e-Assessment Association.
This online international association is for assessment professionals and educators interested in role of technology and internet on assessments.
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56. The Journal of Assessment and Institutional Effectiveness.
The Journal of Assessment and Institutional Effectiveness (JAIE) is the official publication of the New England Educational Assessment Network. JAIE publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment.
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57. The Journal of Higher Education.
Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers.
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58. Tuning.
TUNING started in 2000 as a project in Europe linked to the Bologna Process and Lisbon Strategy. It has developed into a process that can be applied to educational programs to develop, implement, and evaluate quality of degree programs. The process employs faculty meeting within disciplines to discuss learning outcomes. It was developed by and for higher education institutions.
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59. 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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60. University of West Florida's Center for University Teaching, Learning and Assessment.
On this website, information is available about curriculum mapping with examples. A sample curriculum map is located in the middle of the page.
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61. Valid Assessment of Learning in Undergraduate Education (VALUE).
The VALUE project seeks to contribute to the national dialogue on assessment of college student learning building on a philosophy of learning assessment that privileges authentic assessment of student work and shared understanding of student learning outcomes on campuses over reliance on standardized tests administered to samples of students outside of their required courses. The result of this philosophy has been the collaborative development of 15 rubrics by teams of faculty and academic professionals on campuses from across the country.
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62. Virginia Assessment Group.
"Membership in VAG is open to, but not limited to, all faculty and staff from both public and private institutions of higher education, as well as, staff of the State Council of Higher Education and of the Virginia Community College System and any person who has a professional interest in assessment in post-secondary education."
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63. Winona State University sample rubrics.
This site is a compilation of sample rubrics collected from several colleges and universities divided by discipline and/or learning outcome.
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64. Writing your student learning outcomes.
This page offers tips for writing student learning outcomes.
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65. American Association for Higher Education. Urban Universities Portfolio Project (UUPP).
The UUPP was a collaboration among six urban public universities to develop prototypes of electronic institutional portfolios. The project, which took place from 1998-2001, was funded by the Pew Charitable Trusts and sponsored by the American Association for Higher Education (AAHE). This website provides links to the six portfolios, which continue to grow and evolve, as well as a number of resources and links.
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66. 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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67. 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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68. Angelo, T. A., & Cross, K. P. 1993. Classroom assessment techniques: A handbook for college teachers.
This revised and greatly expanded edition of the 1988 handbook offers teachers at all levels how-to advise on classroom assessment
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69. Arcario, P., Eynon, B., Klages, M., & Polnariev, B. A. 2013. Closing the loop: How we better serve our students through a comprehensive assessment process.
Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates the importance of engaging faculty input into the outcomes assessment design to continually "close the assessment loop." This article outlines the steps, successes, and challenges involved in constructing an effective outcomes assessment model that deepens learning across the institution.
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70. 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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71. 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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72. 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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73. Association of American Colleges and Universities. 2015. Scientific Thinking and Integrative Reasoning Skills (STIRS) Case Studies.
AAC&U has released 16 new case studies under their Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative. Each case study consists of a student case and facilitator’s guide, to aid faculty with incorporating assignments and modules that engage students in integrative and problem-based inquiry.
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74. Association of American Colleges and Universities. VALUE: Valid Assessment of Learning in Undergraduate Education.
15 Essential Liberal Learning Outcomes are outlined by AAC&U. The rubrics were developed to help create a shared understanding of student learning at colleges and universities across the country.
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75. Association of College & Research Libraries. 2010. Library Assessment: Level 2 ACRL Assessment Tool for Sociology Collections and Services in Academic Libraries.
For institutions that offer an undergraduate minor or major in sociology: “This assessment tool may be used by librarians interested in assessing their own collections and services in sociology, by sociology programs, or by appropriate bodies within the American Sociological Association (such as the Departmental Resources Group) and accrediting bodies. It presents guidelines for baseline sociology collections and services for all types of libraries in higher education.”
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76. Azusa Pacific University. 2010/2011. Academic assessment handbook.
Institutional handbook of assessment.
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77. Baepler, P. Mar/Apr2011. Alternative assessment in the cloud.
Abstract: The article focuses on the use of cloud computing technologies in assessing classroom activities in digital forms. YouTube LLC has developed an annotation system allowing users to add comments on video in the form of a speech bubble and a spotlight function to highlight a single aspect of a set of frames. Moreover, the VideoANT annotation tool provides the reviewer with three windows while the screenshots technology provides audio and visual support for written comments on seminar papers.
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78. Baker, G. R., Jankowski, N., Provezis, S. & Kinzie, J. 2012, July. Using assessment results: Promising practices of institutions that do it well.
To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, NILOA conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts.
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79. Banta T.W. (Ed.). 2007. Assessing student achievement in general education: Assessment update collections.
This text examines the challenges of measuring general education outcomes.
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80. Banta, T. W. 2012. Assessing Assessment’s ROI.
Uses IUPUI's Master of Public Administration (MPA) program as an example in response to a bottom-line payoff inquiry. The program is highly regarded for its principal capstone assignment - the focus is on policy problems posed by local government agencies and nonprofit organizations. Cost-effective solutions figure among 'returns' on investing in such capstones.
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81. Banta, T. W. 2009. Demonstrating the impact of changes based on assessment findings.
This editor's note discusses her co-authored upcoming book, Designing effective assessment: Principles and profiles of good practice. In it they interview individuals about assessment and this article provides a brief summary of findings.
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82. 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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83. 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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84. 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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85. Banta, T.W. (ed.). 2007. Assessing student learning in the disciplines: Assessment update collections.
This text focuses on assessment initiatives at the program or discipline level.
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86. Banta, T.W. (ed.). 2007. Community college assessment: Assessment update collections.
This texts presents examples of good assessment practice among community college facluty and administrators.
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87. 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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88. Banta, T.W., Griffin, M., Flateby, T.L., & Kahn, S. December 2009. Three promising alternatives for assessing college students' knowledge and skills.
In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy. In addition to discussing the strengths and limitations of each approach, the paper offers concrete examples of how these authentic approaches are being used to guide institutional improvement, respond to accountability questions, and involve more faculty, staff, and students in meaningful appraisals of learning outcomes.
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89. Barrett, H. Eportfolios for Learning .
This blog to discusses Dr. Barrett’s ideas on electronic portfolios to support lifelong learning. She hopes to share some of her concerns about the current direction of electronic portfolios in Higher Education and K-12 schools.
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90. Barrett, J.M. 2012. Writing assessment in the humanities: Culture and methodology.
This article examines methodological and institutional challenges for empirically measuring student performance on writing. Writing’s intrinsic subjectivity and the great variety of writing formats appropriate to diverse contexts raise fundamental questions about the empirical bias of the assessment culture taking root in U.S. higher education. At the same time, the academic training of humanist scholars, who typically have primary responsibility for writing pedagogy in universities, may predispose them to skepticism about assessment culture’s broader mission. This article narrates the process by which the Humanities Department at Lawrence Technological University implemented a writing assessment process designed to address these challenges and evaluates the data generated by this process.
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91. 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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92. Beld, J. 2015, April. Building your asessment toolkit: Strategies for gathering actionable evidence of student learning.
This report explores the various assessment strategies that institutions, with a special focus on Minority-Serving Institutions (MSIs), can utilize. It offers various questions for institutions to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
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93. 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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94. Berg, J., Grimm, L. M., Wigmore, D., Cratsley, C. K., Slotnick, R. C., & Taylor, S. . 2014, Summer. Quality Collaborative to Assess Quantitative Reasoning: Adapting the LEAP VALUE Rubric and the DQP.
Fitchburg State University (FSU) and Mount Wachusett Community College (MWCC) worked together to evaluate their rubrics of quantitative reasoning- and three other areas- and compare it with the DQP's and LEAP's. The aim is to develop common rubrics to measure what students know and should do, which in turn should work towards setting common expectations for transfer students.
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95. Berheide, C.W. Spring 2007. Doing less work, collecting better data: Using capstone courses to assess learning.
This article discusses the advantages of using capstone courses for assessment, including increased faculty buy-in and more accurate measures of student learning.
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96. Beyl, C. A. 2011. Still striving: Using a hypothetical university to demonstrate holistic assessment at the university, program and course level.
In this paper, WMU, a hypothetical university is examined. Beginning with an academic audit, WMU used this information to assess student learning outcomes at the university, program, and course level. Through intrusive institutional research and assessment, WMU was able to create a quality enhancement plan to fit their needs and address what they had learned about student learning.
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97. Bidgood, P., Hunt, N., and Jolliffe, F. 2010. Assessment methods in statistical education: An international perspective.
This book offers information on the role of technology in assessment.
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98. Bowling Green State University. Rubrics for the University Learning Outcomes.
BGSU has identified six university-level learning outcomes and developed rubrics for each which are available on its Assessment website. Each rubric is designed using a developmental sequence, from beginner to advanced, in order to assess proficiency in course assignments, work duties, or co-curricular activities
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99. Bresciani, M. May/Jun2012. Adding humor to the position descriptions of assessment coordinators.
Abstract: An essay is presented about the author's need to psych herself up for her work as an assessment coordinator. She suggests some changes to the position description to include the following capacities, respond respectfully to familiar statements and reminding oneself that it is not a privilege by assessment coordinators to judge the passion of others. She describes her adopt a curmudgeon scheme.
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100. Bresciani, M. 2006. Outcomes-based academic and co-curricular program review: A compilation of institutional good practices.
This book, intended for faculty, administrators, and staff, explains how sustaintable outcomes-based assessment programs are created and maintained.
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101. 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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102. 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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103. 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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104. Bresciani, Marilee J. & Uline, Cynthia L. Mar/Apr2012. Assessing Ed.D. programs for program evaluation and improvement and impact on pk-20 learning environments..
Abstract: The article discusses research on the Independent Doctoral Program in Educational Leadership of the California State University (CSU). It describes the high expectations for the graduates of the program, particularly their possible contributions to the PK-20 student learning and success. The researchers reportedly evaluated how the graduates used their leadership and research skills in improving learning environments. Further design recommendations suggested to improve the program are cited.
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105. Bridges, B. K., Kinzie, J., Nelson Laird, T. F., & Kuh, G. D. 2008. Student engagement and student success at historically Black and Hispanic-serving institutions.
This book chapter provides examples of the use of student engagement assessments and data to promote student success at MSIs.
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106. Briggs, J & Tang, C. 2007. Teaching for quality learning at university.
This book focuses on teaching at the university level for both experienced and novice teachers based on a grounded theoretical approach.
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107. Broad, B., Adler-Kassner, L., Alford, B., Detweiler, J., Estrem, H., Harrington, S., McBride, M., Stalions, E., & Weeden, S. 2009. Organic writing assessment: Dynamic criteria mapping in action..
The topic of dynamic curriculum mapping is examined further in this book. Examples of dynamic curriculum mapping taking place at colleges and universities are included.
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108. Broad, Bob. . 2003. What we really value: Beyond rubrics in teaching and assessing writing.
This book offers a critical examination of traditional rubrics for evaluating student writing and presents Dynamic Criteria Mapping as a more flexible and contextual evaluative tool. Broad examines evaluation at work by detailing a study of an introductory composition program.
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109. Brownell, J. and Swaner, L. 2009. High-impact practices: Applying the learning outcomes literature to the development of successful campus programs..
This article outlines a study by the Association of American Colleges and Universities (AAC&U) on four high-impact practices in the US: first-year seminars, learning communities, service learning, and undergraduate research.
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110. Brownell, J. E., & Swaner, L. E. 2010. Five high-impact practices: Research on learning outcomes, completion, and quality.
"This monograph examines what educational research reveals about five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences."
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111. Bryant, J. L. 2006. Assessing expectations and perceptions of the campus experience: The Noel-Levitz Student Satisfaction Inventory.
This chapter describes the content and implementation of the Noel-Levitz Student Satisfaction Inventory (SSI) and explains its importance and utility for community colleges.
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112. California State University Northridge. 2014. SUNY's General Education "tips" for closing the loop and frequently asked questions.
SUNY’s General Education Assessment “Tips” for Closing the Loop and Frequently Asked Questions
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113. Cambridge, B. L., Kahn, S., Tompkins, D. P., & Yancey, K. B. (Eds.). 2001. Electronic portfolios: Emerging practices in student, faculty, and institutional learning.
This book presented portfolios as a powerful tool for learning and assessment arguing that introducing the electronic into the mix increases its power. This is deemed to occur especially through the key feature of interactive hyperlinks and the potential to promote continuous reflection on and updating of learning.
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114. Cambridge, B., Cambridge, D., & Yancey, K. B. (Eds). 2009. Electronic portfolios 2.0: Emergent research on implementation and impact.
This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.
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115. 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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116. Carley, S. and Tudor, R.K. 2006. Assessing the impact of short-term study abroad.
This article examines assessment of short-term study abroad.
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117. Carnevale, Anthony P., Strohl, J., Smith, N. 2009. Help wanted: Postsecondary education and training required.
This chapter argues that postsecondary competencies and awards have become the threshold requirement for middle-class earnings and status.
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118. Case, S. 2007. Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree.
The author conducted this study with a question of how to streamline the assessment process while still maximizing student learning benefits. So, the question aimed to symbiotically merge explicit engagement with assessment criteria and constructive feedback. A reconfigured system was adopted as a standard at the Criminology department.
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119. Cerbin, B. Cerbin, B. Exploring how students learn.
Dr. Cerbin’s web site offers a collection of short write-ups and videos regarding student learning at the university level.
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120. CHEA International Quality Group. 2013, May.. A Government Official's Guide: Quality Assurance of Higher Education in an International Setting.
This is the first issue of CHEA International Quality Group's Policy Brief series. This issue provides a succinct discussion of quality assurance of higher education in an international setting.
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121. Chen, H. L., & Light, T. P. 2010. Electronic portfolios and student success: Effectiveness, efficiency, and learning.
This publication presents an overview of electronic portfolios and ways individuals and campuses can implement e-portfolios to enhance and assess student learning, recognizing that learning occurs in many places, takes many forms, and is exhibited through many modes of representation. This work is illustrated through multiple campus case study examples.
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122. Collins, R. K. 2010. Fueling the race to postsecondary success: A 48-institution study of prior learning assessment and adult student outcomes.
Prior Learning Assessment, or PLA, is another important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including employment, military training/service, travel, hobbies, civic activities and volunteer service. PLA recognizes and legitimizes the often significant learning in which adults have engaged in many parts of their lives.
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123. Colvin, J. 2012. Earn college credit for what you know.
“Earn College Credit for What You Know offers information on prior learning assessment (PLA) for adult learners, professionals, evaluators, administrators, faculty, and training managers.”
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124. Cook-Sather, A., Bovill, C., & Felten, P. 2014. Engaging students as partners in learning and teaching: A guide for faculty.
This text offers practical advice to faculty and administrators on creating effective ways of engaging students.
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125. Council for Adult and Experiential Learning. 2012. Employer views on the value of the PLA.
This CAEL research brief, produced in partnership with Prometric, presents highlights from conversations with 19 U.S. employers representing a range of industries on the topic of PLA. The conversations address the value of PLA to workers and corporations, as well as employers’ views on PLA as an allowable expense within their tuition assistance programs.
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126. Council for Adult and Experiential Learning. 2011. Moving the starting line through prior learning assessment (PLA).
This research brief provides an analysis of the average number of credits students earn for what they already know. It offers information on the average number of PLA credits earned by a subgroup of 4,905 students in our sample, looking at how the average number of credits differs by institution type and by students of various demographic groups.
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127. Council for Adult and Experiential Learning. 2007. Prior learning assessment at home and abroad.
Excerpts from articles in the CAEL Forum and News.
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128. 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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129. Craddock, D., & Mathias, H. 2009. Assessment options in higher education.
This article evaluates an initiative to introduce assessment choice within a taught unit on an undergraduate healthcare programme as a means of addressing poor performance, especially for those students diagnosed with dyslexia. Students’ perceptions of the assessment experience were sought via the use of two focus group interviews (n = 16). The article describes the effect the assessment experience had on students’ stress levels, individual learning styles and achievement. Students’ performance improved and statistical analyses indicated parity between the assessment methods offered with similar performance profiles between students with and without dyslexia. The conclusion reached is that while the introduction of assessment options may be time consuming for staff to develop, the benefits of an enhanced student‐centered approach to assessment may be well worth this investment in time. Although a limited study owing to the small sample size, the results should be of interest to those academics who are concerned with assessment and its impact on students’ achievement.
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130. Crawford, C. B., & Gould, L. Jan/Feb2012. Department chair perspective on learning outcomes assessment at Kansas' public universities.
Abstract: The article focuses on the learning outcomes assessments at Kansas' public universities. A survey was made to determine the efficiency of the learning assessment processes. At least 94 percent of respondents stated that they implemented an action on their assessment reports. More than 80 percent have made the assessment plan and about 60 percent have made changes according to the assessment findings. Faculty members are encouraged to progress in their assessment activities.
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131. Creamer, E.G., & Ghoston, M. 2012, September 19. Using a mixed methods content analysis to analyze mission statements from colleges of engineering.
A mixed method design was used to conduct a content analysis of the mission statements of colleges of engineering to map inductively derived codes with the EC 2000 outcomes and to test if any of the codes were significantly associated with institutions with reasonably strong representation of women. Most institution’s (25 of 48) mission statement had two or fewer of the outcomes endorsed by the accrediting agency. The diversity code was significantly related to the representation of women, but is not one of the outcomes identified by the accrediting agency. The research demonstrates how mixed methods can be applied to content analysis.
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132. 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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133. DeAngelo, L., Hurtado, S. Pryor, J. H., Kelly, K. R., Santos, J. L., & Korn, W. S. 2009. The American college teacher: National norms for the 2007-2008 HERI faculty survey.
This brief looks at the data collected from the HERI faculty survey data from 2007-2008 and picks out general themes including: goals for undergraduate education, student-centered pedagogy, engaged scholarship, views on diversity, and female professors.
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134. Dededzic, V., & Jovanovic, J. . 2015. Developing open badges: A comprehensive approach.
Open Badges (OBs) have evolved as novel means of recognizing and credentialing skills/competences (either hard or soft skills) acquired in various learning settings (formal or informal, online or traditional classroom). In addition, they offer new ways of motivating learners and scaffolding the learning process, while also promoting values such as openness and learners' agency, participatory learning practices and peer-learning communities. While OBs are rapidly gaining traction among educational practitioners, education-oriented companies and non-profit organizations, there have been only a few research studies aimed at deep understanding of not only OBs and their potential roles, but also of the larger educational ecosystem within which they operate and evolve. This paper aims at bridging this gap by thoroughly examining benefits, concerns and challenges related to OBs from the perspectives of different stakeholders-learners, teachers, schools, employers, and other institutions and associations. Based on these different perspectives, the paper proposes a comprehensive framework for design and development of OB ecosystems and suggests directions for future research.
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135. 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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136. 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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137. Diamond, R. M. 2008. Designing and assessing courses and curricula: A practical guide. (3rd ed.).
This updated book provides readers with tools and examples for those interested in adopting a learner-centered approach in their courses.
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138. Donahoo, S., & Lee, W. Y. 2008. The adversity of diversity: Regional associations and the accreditation of minority-serving institutions.
This book chapter examines recent regional accreditation decisions concerning MSIs and the resulting campus impact.
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139. Doyle, T. 2008. Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education.
With simplicity in mind, this book explains what a learner-centered environment is, how this environment can be fostered, utilized, and assessed for effectiveness.
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140. 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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141. Driscoll, M.P. 2005. Psychology of Learning for Instruction (3rd Ed.).
Intended for use across the range of instructional settings, this book offers ideas on the usage of various learning theories. The author seeks to clarify complex terms and theories within the field.
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142. Dugan, J.P., Garland, J.L., Jacoby, B., & Gasiorski, A. 2008. Understanding commuter student self-efficacy for leadership: A with-in group analysis.
This study used data from the Multi-Institutional Study of Leadership to examine within-group differences between dependent and independent commuters on the key college outcome of leadership self-efficacy (Astin & Astin, 2000). Leadership self-efficacy refers to one's confidence in his or her capacity to lead (Murphy, 2002), and often makes the difference as to whether one actually does lead. The study also examined unique predictors of leadership efficacy for each population. Results reflected statistically significant within-group differences with independent commuters, indicating a greater sense of leadership efficacy than their dependent commuter peers.
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143. Elgie, S., Childs, R., Fenton, N.E., Levy, B.A., Lopes, V., Szala-Meneok, K., Wiggers, R.D. 2012. Researching teaching and student outcomes in postsecondary education.
“The guide reflects a growing dedication to assessment and evaluation in teaching and learning, and more broadly to evidence-based practice in all issues related to student success,”
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144. 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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145. 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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146. Evans, D. n.d.. Using elements of dynamic criteria mapping as a process facilitating DQP.
This page gives an overview of how Eastern Oregon University is attempting to incorporate Dynamic Criteria Mapping into its DQP program.
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147. 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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148. 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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149. Fain, P. 2012, May 7. College credit without college.
Outlines the history, challenges, and present practices surrounding PLA.
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150. Fain, P. 2012, June 8. The next big thing, almost.
An article on barriers to quality competency-based education in higher education. A white paper, "A 'Disruptive' Look at Competency-Based Education: How the Innovative Use of Technology Will Transform the College Experience," is also available from the Center for American Progress.
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151. Farmer, D. W. 1993, Jan/Feb. Course-embedded assessment: A teaching strategy to improve student learning.
Using King’s College as an example, Farmer discusses how students and faculty are involved in assessment activities.
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152. Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college courses .
This book challenges traditional content-based teaching strategies by asking "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning?".
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153. Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college courses.
This book addresses the questions, "How can I create courses that will provide significant learning experiences for my students?" and "What kinds of learning will be significant for students, and how can I create a course that will result in that kind of thinking?"
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154. 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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155. Finley, A. 2011, Fall/Winter. How Reliable Are the VALUE Rubrics?.
The effectiveness of assessment instruments is commonly evaluated by the degree to which validity and reliability can be established.The VALUE reliability study was developed to gather data on the usability and transferability of rubrics both within and across institutions. This study was also designed to address the degree of reliability and consensus in scoring across faculty from different disciplinary backgrounds. Reliability data were gathered and analyzed for three of the fifteen existing VALUE rubrics—critical thinking, integrative learning, and civic engagement.
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156. Flateby, T. 2010. Improving writing and thinking through assessment.
This book discusses the effective usage of writing and writing assessment as a method to engender and express critical thought in post-secondary institutions.
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157. Frederiksen, L. 2013. Digital badges.
This column provides a list of articles about Digital Badges, along with abstracts, to serve as a resource for further research.
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158. Fresno State. Sample rubrics from Fresno State.
CSU-Fresno houses a Rubric Library through its Office of Institutional Effectiveness. Sample rubrics are available for some of its programs as well as university-level learning outcomes.
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159. 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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160. 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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161. 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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162. 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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163. Gaston, P. L. & Gaff, J. G. 2009. Revising general education – and avoiding potholes: A guide for curricular change.
Strategies for curricular change in the reform of general education are as important as the substance of the change. Fifty pitfalls and common errors in the process of reform are enumerated in this practical guide essential for general education committees. Revising General Education provides practical advice for how to advance a successful general education reform process—including tips in the areas of task force objectives and procedures, concepts of general education, program planning, proposal approval, and program implementation. Ideal for general education reform committees and faculty senate curriculum committees.
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164. Georgetown University. Assessing student learning handbook (online) for Georgetown University.
Example of assessment handbook.
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165. Georgia Northwestern Technical College. 2009, March. Assessment manual of Georgia Northwestern Technical College.
Example of assessment handbook.
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166. Gerretson, H., & Golson, E. 2005. Synopsis of the use of course-embedded assessment in a medium sized public university's general education program.
Gerretson and Golson describe the use of a faculty-driven course-embedded assessment at a medium size public university. The authors offer an overview on course-embedded assessment, implementing learning outcomes, rubrics, the use of data analysis, and evaluating the effectiveness of the course-embedded approach.
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167. 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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168. Gonyea, R. M. & Kuh, G. D. 2009. Using NSSE in institutional research.
This volume discusses the value and relevance of student engagement with an emphasis on how results from NSSE may be used by institutions for various purposes.
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169. Gorlewski, E. 2010, October. Assessing assessment: Important new research in education abroad.
This article is a review of four recent research studies on study abroad.
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170. Hamline University. 2014. Learning outcomes assessment. Reporting.
Reporting is the most important step in the continuous cycle of learning assessment. It is the collaborative process through which programs use evidence of student learning to gauge the efficacy of collective educational practices, and to identify and implement strategies for improving student learning. Responses can range from curricular or pedagogical change to new faculty/staff development or student learning activities, and from comprehensive revision to evidence-based affirmation of current practice.
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171. Harper Jr., Vernon B. May/Jun2011. Program portfolio analysis: Evaluating academic program viability and mix.
Abstract: The article discusses the use of program portfolio analysis in evaluating academic program viability and mix. The article also states that portfolio analysis can produce actionable institutional effectiveness and can assist in the allocation of academic resources.
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172. Harris, D. 2011. Value-added measures in education what every educator needs to know .
This book examines misuse and the use of value-added assessment measures in teacher evaluation and improvement, and policy making.
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173. Harvey, V. & Avramenko, A. Mar/Apr2012. Video killed the radio star: Video created the student star!.
Abstract: The article explores the use of videos in course feedback and student assessment. Aside from enhancing student engagement, it is inferred that videos can improve digital literacy and promote student involvement in the video production process. The employment of video in learning activities is reported, noting that it can help students gain communication skills. It is also concluded that videos are useful for both self and peer assessment, allowing them to reflect on areas for improvement.
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174. 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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175. Hawthorne, J., & Kelsch, A. 2012. Closing the loop: How an assessment project paved the way for GE reform.
Highlights an University of North Dakota (UND) assessment project rooted in five "actionable" principles: a) the need for scholarly credibility (assessment is perceived as scholarly in method and conception), b) authenticity (the degree to which the data generated feel "real" or "true"); c) keeping it local (grounded in a specific campus context); d) a faculty-owned project, and e) driven by genuine inquiry.
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176. 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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177. 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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178. 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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179. Huba, M. E., & Freed, J. E. 2000. Learner-centered assessment on college campuses: Shifting the focus from teaching to learning.
Huba and Freed present the idea that practitioners must shift their teaching model from one that is teacher-centered to one that is learner-centered. However, assessment must be interwoven with this change, and the book, as a whole, provides a useful framework for learner-centered assessment. Often, the book explicitly states how assessment aids in the learning process, and guides readers through the course of implementation.
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180. 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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181. Huber, M. T., & Hutchings, P. 2005. Integrative learning: Mapping the terrain.
Integrative Learning explores the challenges to integrative learning today as well as its longer tradition and rationale within a vision of liberal education. In outlining promising directions for campus work, the authors draw on AAC&U's landmark report, Greater Expectations, as well as the Carnegie Foundation's long-standing initiative on the scholarship of teaching and learning. Readers will find a map of the terrain of integrative learning on which promising new developments in undergraduate education can be cultivated, learned from, and built upon.
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182. Hurtado, S., & DeAngelo, L. 2012, Spring. Linking diversity and civic-minded practices with student outcomes: New evidence from national surveys.
This article examines national data to understand more about the impact of diversity and civic-related practices in regards to specific student outcomes.
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183. Hutchings, P. April 2011. What new faculty need to know about assessment.
As a new faculty member, you will have questions about your students’ learning—as all thoughtful teachers do: Are they really learning what I’m teaching? How well do they understand the key concepts I’m focusing on? Can they apply what they’re learning in new contexts? What can I do better or differently to help students develop the skills and knowledge they need to be effective in this class, in subsequent courses, and in their future life and work? This assessment brief focuses upon an introduction for faculty to assessment of student learning.
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184. In W. Houghton (Ed.), Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. 2004, March. Deep and surface approaches to learning.
In this document we look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored students’ approaches to learning a particular task. Students were given an academic text to read, and were told that they would subsequently be asked questions on that text. The students adopted two differing approaches to learning. The first group adopted an approach where they tried to understand the whole picture and tried to comprehend and understand the academic work. These students were identified with adopting a deep approach to learning. The second group tried to remember facts contained within the text, identifying and focusing on what they thought they would be asked later. They demonstrated an approach that we would recognize as rote learning, or a superficial, surface approach.
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185. Ingraham, E.C. and Peterson, D.L. 2004, Fall. Assessing the impact of study abroad on student learning at Michigan State University.
This article examines the effects of study abroad on students at Michigan State University.
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186. 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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187. 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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188. 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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189. Jankowski, N., Kinzie, J., & Kuh, G. 2014, January 24. What provosts say about student learning outcomes asssessment.
This presentation from the 2014 AAC&U Annual Meeting presents an overview of NILOA's 2014 provost survey.
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190. Jo Beld. 2015. Building Your Assessment Toolkit: Strategies for Gathering Actionable Evidence of Student Learning.
This resource explores the various assessment strategies that Minority-Serving Institutions (MSIs) can utilize. It offers various questions for MSIs to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
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191. Jonsson, A., & Svingby, G. 2006, August. The use of scoring rubrics: Reliability, validity and educational consequences.
75 empirical research studies on rubrics were examined. Rubrics set clear expectations, which also facilitates feedback and self-assessment.
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192. Judd, T. P., Secolsky, C., Allen, C. February 2012. Being confident about results from rubrics.
Using rubrics to assess student learning is more and more common, and their use is almost certainly going to increase, as the Association of American Colleges and Universities (AAC&U) essential learning outcomes become better known and the Lumina Degree Qualifications Profile gains traction. Both outcomes frameworks require something more than what available standardized instruments measure.
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193. Kahn, S. Mar/Apr2012. E-portfolios for lifelong learning and assessment.
Abstract: The article reviews the book "E-Portfolios for Lifelong Learning and Assessment," by Darren Cambridge.
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194. Keeling, R. P., Wall, A. F., Underhile, R., & Dungy, G. J. December 15, 2008 . Assessment reconsidered: Institutional effectiveness for student success.
Written by an ensemble of educators with broad experience in assessment theory and practice in higher education, this illuminating work helps both student affairs professionals and faculty members address internal and public questions about the functioning of postsecondary institutions by reconsidering assessment policies, patterns, and practices in colleges and universities. While the book acknowledges and responds to greater expectations for institutional accountability, its focus is on building capacity to engage in evidence-based, reflective practice and supporting educators in doing their best work. Assessment Reconsidered is not primarily a workbook or "how to" manual; instead, it addresses the substantive aspects of assessment and prepares readers to begin or improve assessment practice; it lays the foundation of concepts, knowledge, and skills that is essential for effectiveness.
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195. Keith, B., Greenwood, N. A., Hampe, G., et al. 2007. Sociology and General Education.
The task force aimed to develop models and rationales for the various ways in which sociology courses contribute to general education requirements and liberal arts skills. In doing so they recommend that “sociology departments should collect and systematically analyze assessment data and communicate these results to faculty, students, and appropriate publics to ensure that student performance is consistent with the general education learning goals.” The authors examine various general education learning outcomes (e.g. quantitative literacy and critical thinking), and analyze their contribution to sociology majors.
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196. Kelley, K. A., McAuley, J. W., Wallace, L, J., & Frank, S. G. 2008. Curricular mapping: Process and product.
This article outlines five steps that can be followed to help ensure the successful production of a curricular map that both meets accreditation requirements and helps to inform curricular improvements. A case study is presented detailing how one college implemented a curricular mapping process that was subsequently used as data to inform curricular revisions.
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197. Kember, D., & Leung, D. Y. 2008. Establishing the validity and reliability of course evaluation questionnaires..
This article uses the case of designing a new course questionnaire to discuss the issues of validity, reliability and diagnostic power in good questionnaire design
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198. King, J. Sep/Oct2011. Beyond the grade: Developing opportunities for course-embedded assessment.
Abstract: The article focuses on the adoption of Pearson LearningStudio by the Texas Christian University (TCU) from Pearson Education Inc. in 2002 as its Learning Management System (LMS). It says that the enhancement of LMS is Learning Outcome Manager (LOM), an analytics reporting and academic assessment application that provide TCU with a web-based repository that manages its Core Curriculum learning statements. It adds LOM makes course-embedded assessment effectively of its programs.
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199. Kinzie, J., & Jankowski, N. 2013, October. Delving deeper into NILOA survey results: What we know about institutional assessment practice in 2013.
This presentation from the 2013 Assessment Institute discusses results of NILOA's 2013 survey of provosts.
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200. Klein-Collins, R. 2012. Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance.
CAEL's latest report which addresses using student assessment in competency-based degree programs.
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201. 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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202. 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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203. 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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204. 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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205. Kuh, G. D., Chen, D. P., & Nelson Laird, T. F. 2007. Why teacher-scholars matter: Some insights from FSSE and NSSE.
With a desire for students to innovate and inquire, teacher-scholars are increasingly important, this article explores teacher-scholars in more depth.
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206. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. 2005. Student success in college: Creating conditions that matter.
"Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. This book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment."
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207. Kuh, G., Ikenberry, S., & Jankowski, N. 2013, October. From provosts' lips to NILOA's ear: What we know about institutional assessment practice in 2013.
This presentation from the 2013 Assessment Institute discusses results of NILOA's 2013 survey of provosts.
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208. 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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209. Lakin, M. B., Seymour, D., Nellum, C. J., & Crandall, J. R. 2015. Credit for Prior Learning: Charting Institutional Practice for Sustainability.
This report focuses on credit for prior learning (CPL) and addresses the barriers and successful strategies for incorporating CPL.
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210. Larkin, M. J. & Robertson, R .L. 2013. Complex moving parts: Assessment systems and electronic portfolios.

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211. 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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212. Lederman, D. August 2009. The challenge of comparability.
A brief description of the Transparency by Design project and potential use, written around the date of the launching of the project's website.
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213. 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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214. 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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215. 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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216. 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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217. Li, X. 2007. Characteristics of minority-serving institutions and minority undergraduates enrolled in these institutions (NCES 2008-156).
The most current copy of this report is from 2007 which provides users with “a comprehensive profile of all types of MSIs in the United States and to examine the characteristics of minority students who attend these institutions” (p. iii).
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218. Liu, M. Sep/Oct2011. Junior faculty members' involvement in university assessment.
Abstract: The article offers information on the involvement of junior faculty members in university assessment. It explores interviews with five junior faculty members wherein the faculties interviewed mentioned that they have different levels and forms of involvement in the assessment process of their department. It states that junior faculty members can play active roles in improving the assessment practices within the programs of colleges and universities.
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219. Low, L. 2000. Are college students satisfied? A national analysis of changing expectations.
This report is the result of a national study of 745 college and universities. It examines student satisfaction data over a 4-year period from 1994-95 through 1997-98.
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220. Lowood, J. 2013. Restructuring the Writing Program at Berkeley City College: Or how we learned to love assessment and use it to improve student learning.
The portfolio-based assessment program at BCC started in 2011. They first looked at their pre-transfer English and English as a Second Language (ESL) composition/reading classes learning outcomes and determined that the best way to assess if they were met was through portfolios. As a results, all students had to summarize readings, write an in-class essay based on a prompt, and a research paper. About 500 students were assessed per semester. The endeavor extended so much so that the entire English and English as a Second Language (ESL) Department participated in scoring the portfolios through a rubric design.
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221. 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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222. 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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223. 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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224. 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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225. Manning, K., Kinzie, J., & Schuh, J. (Eds). 2006. One size does not fit all: Traditional and innovative models of student affairs practice.
"In this book, leading scholars advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multi-institutional case study research project involving 20 institutions of higher education varying by type, size and mission."
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