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Search returned 35 results using Keyword: "Evaluation"



1. 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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2. Assessment of Higher Education Learning Outcomes (AHELO).
The Assessment of Higher Education Learning Outcomes will test what students in higher education know and can do upon graduation. More than a ranking, AHELO is a direct evaluation of student performance. It will provide data on the relevance and quality of teaching and learning in higher education. The test aims to be global and valid across diverse cultures, languages and different types of institutions.
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3. 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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4. 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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5. 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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6. Student Assessment of their Learning Gains.
The SALG instrument focuses exclusively on the degree to which a course has enabled student learning.
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7. Appling,J., Dippre, A., Gregory, E., Hembree, M., Kooi, K., Pazzo, K., Carson, S., & Shawen, A. 2015. General education and ePortfolios: Syllabi and the role of faculty.
Using student ePortfolios, Clemson University’s General Education assessment plan was evaluated. Faculty had concerns about communicating the natural science requirement to students, and determined that changes in their syllabi could be effective.
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8. 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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9. Burton, G. May/Jun2012. A "wisdom of crowds" approach to outcomes assessment.
The article discusses the collective assessment method which involves the delivery of knowledge or skill questions to a large number of potential respondents. The method is related to the evaluation tool of matrix sampling and explores the natural willingness of social humans to express their opinions. An overview of the analyzes of the seventh iteration of collective assessment at Seton Hall University in New Jersey is provided.
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10. Connors, R. & Smith, T. 2011. Change the culture, change the game: The breakthrough strategy of energizing your organization and creating accountability for results.
This book offers advice for shaping and managing organizational culture.
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11. 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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12. 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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13. Everhart, B. & Gerlach, J. M. May/Jun2012. Satisfaction with data management systems in standards-based alignment.
Abstract: The article discusses the results of a study that examined the data management systems (DMS) in teacher education units across the U.S. Some functions of the DMS products are portfolio capabilities and data related. The study showed that majority of unit heads have used DMS products as a major component of their assessment systems. Commercial DMS products preferred by unit heads include LiveText, Task Stream and Wire Learning Assessment.
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14. 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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15. Howell, R.J. 2011. Exploring the impact of grading rubrics on academic performance: Findings from a quasi-experimental, pre-post evaluation.
This purpose of this pre-post, quasi-experimental evaluation was to explore the impact of grading rubric use on student academic performance. Cross-sectional data were derived from 80 undergraduates enrolled in an elective course at a research university during spring and fall 2009. The control group (n = 41), who completed the course’s Assignment #2 without a grading rubric, scored significantly lower, on average, than the treatment group (n = 39), who completed the same assignment, but with access to a grading rubric. The grading rubric constituted an important predictor of assignment performance, the magnitude of which was stronger than college year, major, pre-test score, and gender. Suggestions are provided for future research.
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16. Janosik, S.M., & Frank, T.E. 2013. Using ePortfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education.

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17. 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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18. Laitinen, A. September 2012. Cracking the credit hour.
This report explains the history of the credit hour and argues that the credit hour is an inadequate measure of student learning.
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19. Larkin, M. J. & Robertson, R .L. 2013. Complex moving parts: Assessment systems and electronic portfolios.

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20. Law, P. 2015. Digital badging at The Open University: Recognition for informal learning.
Awarding badges to recognize achievement is not a new development. Digital badging now offers new ways to recognize learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged open courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2. The desire to build on the OU’s badging pilots is informed by research into the motivations and demographic profiles of learners using the free educational resources which the OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners is keen to have their informal learning achievements recognized. This paper outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses how the motivational aspects of digital badging support the growth in free, micro-credentialized courses against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports the OU Charter to promote the educational well-being of the community.
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21. 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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22. 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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23. Lowenthal, P., White, J. J., & Cooley, K. 2011. Remake/remodel: Using ePortfolios and a system of gates to improve student assessment and program evaluation.

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24. 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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25. Papadimitriou, A. & Mardas, D. May/Jun2012. Assessing an internship program by listening to students and employers.
Abstract: The article provides an overview of difficult experiences of academics in Greece and internship program for business students at Aristotle University. Students qualified for internships are required to attend seminars on various topics including export business plans, logistics and electronic-commerce. Evaluations to determine students' perceptions of their internship programs are provided. The study concludes that the practical internship at the university was a success.
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26. Pike, G. R. Jan/Feb2011. Assessment measures: The Reflective Judgment Interview (EJI).
Abstract: The article offers information on the assessment measure Reflective Judgment Interview (RJI) by Patricia M. King and Karen S. Kitchener. It states that in the reflective judgment model, an individual progresses through several distinct, sequential stages in which the first three stages of the reflective judgment model represent pre-reflective thinking. It notes that RJI can provide accurate and appropriate information about the ways in which students reason about complex, ill-defined problems.
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27. Plaza, C. M., Draugalsi, J. R., Slack, M. K., Skrepnek, G. H. & Sauer, K. A. 2007. Curriculum mapping in program assessment and evaluation.
This cross-sectional study looks at a design based on a learning outcomes document, testing a curriculum mapping technique.
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28. Poole, M.S. & Van deVen, A.H. (Eds.). 2004. Handbook of organizational change and management.
This book introduces research methods that are specifically designed to support the development and evaluation of organizational process theories.
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29. Rossi, P. H. & Lipsey, M. W. 2004. Evaluation: A systematic approach.
This book is useful for those interested in conducting program evaluations.
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30. Senge, P. 1999. The dance of change: The challenges to sustaining momentum in learning organizations. .
This book offers solutions for professionals seeking to implement change initiatives.
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31. Seymour, D., Everhart, D., & Yoshino, K. 2015. The Currency of Higher Education: Credits and Competencies.
With a focus on competency-based education (CBE), this report highlights the challenges associated with developing a program that moves away from the credit-hour standard.
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32. Stark, J. 1994. Assessment and program evaluation: An ASHE reader .
This edition of the reader is designed to serve as an instructional text, a reference, and a foundation for scholarly discussion regarding assessment and evaluation.
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33. Strother, S., & Sowers, N. 2014, July. Community College Pathways: A Descriptive Report of Summative Assessments and Atudent Learning.
“Carnegie’s Community College Pathways (CCP) offers two pathways that reduce the amount of time required to complete developmental mathematics and earn college-level math credit. The Pathways aim to improve student success while maintaining rigorous content, pedagogy, and learning outcomes.”
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34. Voorhees, A. B. 2001. Creating and implementing competency-based learning models.
This article defines three models of competency-based learning: general education models, trait based scales, and industry-based models. Following these descriptions, suggestions are provided for putting competency-based learning models into effect across different types of institutions.
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35. White, E. 2007. Assigning, responding, evaluating: A writing teacher's guide.
Ed White's practical guide to designing writing assignments, writing tests, and evaluating student writing has been thoroughly updated for the fourth edition, including new sections on directed self-placement, computer scoring of writing, Phase 2 scoring of portfolios, and much more.
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