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Search returned 44 results using Keyword: "Costs and value of assessment"



1. 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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2. Azusa Pacific University. 2010/2011. Academic assessment handbook.
Institutional handbook of assessment.
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3. Banta, T. 2007. Can assessment for accountability complement assessment for improvement?.
Taking a cue from the recent history of assessment in K-12 schooling, Banta calls for the necessary marriage of accountability and improvement assessment in higher education using varied strategies.
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4. 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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5. 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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6. Baron, M. A., & Boschee, F. 1995. Authentic assessment: The key to unlocking student success.
"A review of authentic assessment that provides, in addition to a thorough grounding in the topic area, insightful thoughts on the purposes of evaluation, the nature of school planning, and the current status of efforts at school reform."
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7. Clark, I. D., Trick, D., & Van Loon, R. 2009. Academic reform: Policy options for improving the quality and cost-effectiveness of undergraduate education in Ontario.
This book "provides realistic policy options for improving the quality and the cost-effectiveness of undergraduate education in Ontario."
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8. Cooper, T. & Terrell, T. 2013, August. What are institutions spending on assessment? Is it worth the cost?.
In NILOA's eighteenth occasional paper, authors Tammi Cooper and Trent Terrell examine how much institutions are spending when it comes to assessment. Their paper presents findings from a survey of assessment professionals at institutions regarding the cost of assessment and the perceived benefit that institutions receive.
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9. Davis Sr., L. 2007. Still striving: What HBCU boards of trustees need to know about SACS accreditation.
An excellent resource for new members of HBCUs boards of trustees wanting to learn about the accreditation process as they are essential to the process, Dr. Davis stresses “accreditation is not only a validation of institutional quality, it is also an essential element in the struggle for survival in a rapidly evolving and highly competitive higher education arena” (p. 11). Boards need to be able to handle issues of "issues of institutional niche, marketing and resources, excellence in teaching, governance and student learning outcomes, solid finances and a culture of institutional assessment, accountability, transparency and evaluation" (p. iv).
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10. 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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11. Ellsworth, J.B. 2000. Surviving change: A survey of educational change models.
This book presents a theoretical road map for teachers, professors, or administrators who seek guidance from the educational change literature. The introduction presents an overview of assumptions, early traditions of change research, other reviews of change research, and practical application of education change theory.
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12. Erwin, T. D. Summer 2012. Intellectual college development related to alumni perceptions of personal growth.
Alumni self-ratings of their personal growth were linked to their intellectual development during college four to seven years earlier. Graduates that were satisfied with their personal growth in the arts, creative thinking, making logical inferences, learning independently, exercising initiative, and tolerating other points of view had higher intellectual scores in Commitment and Empathy as undergraduates years earlier. These findings support a relationship between college student intellectual development and alumni perceptions of their personal growth. The implications of this study support continuing the custom of querying graduates about their earlier education, a practice in wide use already; and add to the validity of the Scale of Intellectual Development as a measure of college impact upon personal dispositions.
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13. 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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14. Ewell, P. T. 2009, November. Assessment, accountability, and improvement: Revisiting the tension.
Assessments of what students learn during college are typically used for either improvement or accountability, and occasionally both. For reasons carefully outlined by Peter Ewell in this NILOA Occasional Paper, since the early days of the “assessment movement” in the US, these two purposes of outcomes assessment have not rested comfortably together. No one is more qualified than Ewell to summarize what has changed and what has not over the past two decades in terms of student learning outcomes assessment and the shifting expectations and demands of policy makers, accreditors, higher education leaders, and government officials about student and institutional performance. After delineating how various kinds of information can and should be used for improvement and accountability, he points to ways that institutions can productively manage the persistent tensions associated with improvement and accountability as faculty and staff members do the important work of documenting, reporting, and using what student
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15. Ewell, P. T. 1999. Linking performance measures to resource allocation: Exploring unmapped terrain.
Examination of how (and whether) particular types of institutional performance measures can be beneficially used in making resource allocation decisions finds that only easily verifiable "hard" statistics should be used in classic performance funding approaches, although surveys and the use of good practices by institutions may indirectly inform longer-term resource investments.
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16. Flores, S.M. 2006. Benchmarking: An essential tool for assessment, improvement, and accountability.
"This volume provides the reader with an increased understanding of benchmarking in the community college sector through four examples of national benchmarking initiatives designed specifically for two-year institutions; describes how the data from those initiatives are being used for assessment, institutional improvement, planning, management, and decision making; and discusses benchmarking's costs, benefits, and limitations."
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17. Georgia Northwestern Technical College. 2009, March. Assessment manual of Georgia Northwestern Technical College.
Example of assessment handbook.
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18. Gilchrist, D., & Oakleaf, M. April 2012. An essential partner: The librarian’s role in student learning assessment.
Debra Gilchrist and Megan Oakleaf, two leaders in librarianship and assessment, document the ways librarians contribute toward campus efforts of student learning assessment. The paper includes a variety of examples of institutions that have developed student learning assessment processes.
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19. Gold, L., Rhoades, G., Smith, M. & Kuh, G. May 2011. What faculty unions say about student learning outcomes assessment.
This paper summarizes the views on student learning outcomes assessment held by the leadership of three major national faculty unions—the American Association of University Professors (AAUP), the American Federation of Teachers (AFT), and the National Education Association (NEA). Framed as a conversation, a spokesperson from each group talks about how organized faculties can contribute their ideas and fashion their practices to enhance student learning and educational attainment.
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20. Guskin, Alan E. July-Aug 1994. Reducing Student Costs and Enhancing Student Learning. The University Challenge of the 1990s. Part I: Restructuring the Administration.
This article discusses radical restructuring of college and university administration and faculty as a way to reduce student costs and enhance student learning and presents a case study analysis of administrative restructuring at Antioch University.
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21. Hosch, B.J. (2012). Time on test, student motivation, and performance on the collegiate learning assessment: Implications for institutional accountability.
Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master’s-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent problematic intervening variables in the measurement of student learning. Findings from successive administrations of the instrument reveal wide year-to-year variations in student performance related to time on test and motivation. Significant additional study of these factors should likely be prioritized ahead of adoption of accountability practices that rely upon low-stakes testing to measure student learning and demonstrate institutional effectiveness.
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22. Kinzie, J. October 2010. Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010.
This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions-- regarding their perspectives on the state of learning assessment practices on their campuses.
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23. Kinzie, J., Jankowski, N., Haak, B., Bender, K. October 2011. Advancing student learning outcomes assessment: Lessons from campuses doing good work.
Presentation at the Assessment Institute on the purpose of case studies and on colleges and universities presently engaged with assessment.
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24. 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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25. Kuh, G., & Ikenberry, S. October 2009. More than you think, less than we need: Learning outcomes assessment in American higher education.
The 2009 report from the National Institute of Learning Outcomes Assessment (NILOA) is based on information from more than 1,500 regionally accredited degree-granting institutions in the U.S. The NILOA study, titled “More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education,” summarizes what colleges and universities are doing to measure student learning.
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26. 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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27. Miller, M., Lincoln, C., Goldberger, S., Kazis, R., Rothkoph, A. 2012, January. From denial to acceptance: The stages of assessment.
In some ways, the assessment movement over the last 25 years is similar to what individuals experience as they move through Kübler-Ross’s (1997) stages of grief: denial, anger, bargaining, depression, and acceptance. Eventually, reluctantly, slowly, and unevenly, many institutions have come to an acceptance of assessment and its role in higher education.
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28. Millet, C. M., Stickler, L. M., Payne, D. G. & Dwyer, C. A. 2007. A culture of evidence: Critical features of assessments for postsecondary student learning.
This paper reviews "review the major tools in use today for assessing student learning and student engagement, an important aspect of the educational environment. The goal of this review is to provide a high-level overview of the major assessment tools so that higher education stakeholders can continue the national dialogue with even greater understanding of the current state of the art tools in assessing student learning in higher education. This paper provides an overview at the “30,000-foot level,” which we believe will be useful to policymakers, national organizations, and two- and four-year college and university presidents and provosts."
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29. Naser, C.R., Donoghue, K., & Burrell, S. (2012). The eyes and ears of engagement: Using RAs to assess resident engagement.
This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university’s schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention.
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30. National Commission on the Future of Higher Education. 2006. A test of leadership: Charting the future of U.S. higher education..
This report looks at the future of higher education and the issues of: value, access, cost and affordability, financial aid, learning, transparency and accountability, and innovation.
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31. Ndoye, A., & Parker, M. A. 2010. Creating and sustaining a culture of assessment.
Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually dependent on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications.
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32. Pusecker, K. L., Torres, M. R., Crawford, I., Levia, D., Lehman, D., & Copic, G. 2011. ETS proficiency profile .
This article examines the use and value of the EPP at the University of Delaware.
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33. Rodgers, M. Jan/Feb2011. A call for student involvement in the push for assessment.
Abstract: The author discusses the important assessment practices for students in universities. She mentions her attempt to encourage faculty, administrators and the president of the Student Government Association (SGA) at her own institution for them to realize the importance of assessment for quality improvement and accountability reasons, but her suggestion to implement assessment failed. However, she still hopes that awareness of assessment will not be ignored, and she encourages students to move.
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34. Shavelson, R. J. 2007. A brief history of student learning assessment: How we got where we are and a proposal for where to go next.
A history of assessment as well as a brief overview of the Collegiate Learning Assessment (CLA) are of focus.
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35. Shavelson, R. J. 2007. Assessing student learning responsibly: From history to an audacious proposal.
This article presents a brief overview on learning outcomes and their connection to the Spelling’s Commission and then presents a brief history of learning outcomes by examining different tests (including GRE, CLA, and MAPP).
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36. Smith, V. July 2011. Transparency drives learning at Rio Salado College .
No doubt about it, higher education is under greater scrutiny. Such scrutiny is especially intense in the case of predominantly on-line academic programs. Documenting what students are learning and making that evidence transparent are common challenges. These expectations may only increase as higher education looks for cost-effective solutions to access, retention and completion at both the institutional level and the program level.
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37. Southern Education Foundation. 2010. Still striving: Trustees and presidents of historically black colleges and universities’ unprecedented dialogue about governance and accreditation.
As a result of a SACS meeting in which HBCU presidents, chancellors, trustees and education scholars were invited to speak on governance and accreditation, this paper "captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is “must” reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function" (SEF, 2011).
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38. Sullivan, T. A., Mackie, C., Massy, W. F., & Sinha, E. 2012. Improving measurement of productivity in higher education.
A report recently released by the National Research Council titled, "Improving Measurement of Productivity in Higher Education," discusses various ways to measure institutional quality and college productivity.
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39. Suskie, L. A common sense approach to assessment and accreditation.
An international leader in higher education assessment and accreditation, this blog holds a few of Linda’s thoughts.
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40. Swing, R. & Coogan, C. 2010. Valuing assessment: Cost-benefit considerations.
Nearly every U.S. accredited college and university allocates resources to support assessment of student learning outcomes, satisfaction, and other measures of institutional effectiveness. But with only limited data about best practices in budgeting for assessment, colleges are left guessing how much they should spend on assessment to achieve the best return on their investment.
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41. Tweedell, C. Sep/Oct2011. Assessment on a budget: Overcoming challenges of time and money.
Abstract: The article focuses on the strategies for educational assessment. It says that having faculty develop program-level learning outcomes is one of the first steps in organizing program assessment. It adds that standardized tests are not designed for a specific institution and may have only a limited relationship with improving learning outcomes. Moreover, the learning of the students in their educational program is the best assessment technique.
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42. Walvoord, B. E. 2004. Assessment clear and simple: A practical guide for institutions, departments, and general education.
"The first edition of this book became an essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution."
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43. Wellman, J. V. January 2010. Connecting the dots between learning and resources.
With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment. Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment. One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree. Another important insight—again against the grain of conventional wisdom—is that simply investing more money does not appear to produce more or better outcomes. As Wellman points out, the key to productivity is intentionally targeted investments.
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44. Wellman, J. V. 2008, March 27. Improving accountability for costs in postsecondary education .

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