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Search returned 66 results using Keyword: "General education assessment"



1. 2011, Spring. Assessing complex general education student learning outcomes.
This special issue of New Directions for Institutional Research focuses on assessing general education learning outcomes.
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2. 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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3. 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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4. Allitt, P., White, L., Carnevale, A., Eaton, J., McCormick, A., Hinton, F., Ewell, P., Wilson, J. 2010. A lapse in quality: 8 views of a flawed system.
The article presents essays that are the viewpoints of a variety of education experts on the quality of higher education in the U.S.. History professor Patrick Allitt of Emory University discusses tenure for college teachers and teacher training. Lawrence White, vice president and general counsel at the University of Delaware, comments on government regulations and mandates on higher education. Anthony P. Carnevale, director of the Center on Education and the Workforce at Georgetown University, discusses how market forces have harmed educational equality in terms of per student funding.
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5. Ambrose, S.A., & Poklop, L. . 2015, January/February. Do Students Really Learn From Experience? .
A year-long qualitative study at Northeastern University identifies findings as well as approaches to a cooperative curriculum that emphasizes experiential learning. This article describes the impact of experiential learning at this institution and how it gives students the opportunity to apply knowledge and skills in real-world situations.
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6. Appling, J., Gancar, J., Hughes, S., & Saad, A. 2012. Class syllabi, general education, and ePortfolios.

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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. Association of American Colleges & Universities. 2015, January. General Education Maps and Markers: Designing Meaningful Pathways to Student Achievement.
“This resource provides clear principles and guidelines to ensure that general education fosters the LEAP Essential Learning Outcomes and key proficiencies important for long-term success and flourishing, enriches students' learning in the major, and prepares college students to successfully tackle complex problems. Recognizing that general education remains essential but too often underperforms, the authors of these principles and guidelines directly address this long-standing disconnect between the crucial goals we set for general education and the outdated practices that too often stand in the way of achieving these goals. Excellent resource for general education committees and undergraduate curricular reform efforts.”
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9. 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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10. 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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11. Banta, T. W. May/Jun2012. Collective assessment and DQP follow-up.
Abstract: An introduction to the journal is presented in which the author discusses various articles published within the issue including collective assessment of knowledge and skills, essay on a faculty-developed approach to assessing generic skills and study of data management system (DMS) in teacher education units.
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12. 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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13. Benjamin, R. February 2011. Avoiding a tragedy of the commons in postsecondary education.
At this moment in history, human capital -- the stock of knowledge and skills citizens possess-- is our country’s principal resource. To develop human capital requires a high performing educational system, as education is the primary venue for preserving and enhancing human capital. But a storm is brewing in plain sight. Here’s a brief, incomplete, but ominous sketch of the problem and what it means for assessment.
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14. 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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15. Blaney, J.,Filer, K., & Lyon, J. Summer 2014. Assessing High Impact Practices Using NVivo: An Automated Approach to Analyzing Student Reflections for Program Improvement.
Roanoke College developed a system to automate the qualitative coding process using NVivo, a software analysis tool, allowing them to identify patterns in student learning that indicate effective and ineffective aspects of applied learning experiences. The NVivo query approach led to increased efficiency in the assessment of most HIPs included in the experiential learning program at Roanoke College.
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16. Brennan, R. L., Goa, X., & Colton, D. A. 1995. Generalizability analyses of work keys listening and writing tests.
An article on the psychometric characteristics of the listening and writing test of the WorkKeys program.
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17. 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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18. 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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19. 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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20. 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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21. Carey, S. J. (Ed.). 2015. Faculty leadership for integrative liberal learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
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22. 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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23. Cerbin, B. n.d. 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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24. Connor, R. June 2011. Navigating a perfect storm.
There’s good reason to think that higher education is about to confront a perfect storm, a convergence of troubles that are more than the usual bluster. The economy is not just slow to recover; it may be ‘hollowing out’ in ways that undermine the old claim that going to college guarantees a good job upon graduation. Confidence in higher education may also be waning, if not among the general public then among policy makers troubled by stagnant graduation rates and slippage in the rank order of percentage of adults with baccalaureate degrees compared to some other highly developed countries.
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25. 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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26. 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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27. Gaston, P. L. 2015, April. General Education Transformed: How We Can, Why We Must.
“This publication calls for a re-envisioning of general education with clear, purposeful pathways for all students, allowing them to actively demonstrate their learning through high-impact practices and teaching strategies that are transferable across disciplines, departments, institutions, and even state systems. It addresses student success in terms of both college completion and achievement of essential twenty-first-century learning outcomes, including those articulated in LEAP and in Lumina Foundation's Degree Qualifications Profile, and how this general education framework helps to foster essential capacities for career, citizenship, and global engagement for today's diverse and mobile students.”
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28. 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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29. Gaston, P. L., Clark, J. E., Ferren, A. S., Maki, P., Rhodes, T. L., Schilling, K. M., & Smith, D. . 2010. General education & liberal learning: Principles of effective practice.

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30. 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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31. Hart Research Associates. Spring 2013. It takes more than a major: Employer priorities for college learning and student success.
This report provides a detailed analysis of employers’ priorities for the kinds of learning today’s college students need to succeed in today’s economy. It also reports on changes in educational and assessment practices that employers recommend.
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32. Hart Research Associates. 2009, May. Trends and emerging practices in general education.
This report is the second of two reports summarizing findings from a survey conducted in late 2008 and early 2009 of chief academic officers at AAC&U member institutions. One main finding is that "Institutions that are placing a higher priority on general education today compared with five years ago are placing more emphasis on many engaged learning practices than are those whose focus on general education has not increased" (p. 2).
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33. 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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34. 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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35. 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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36. 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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37. Hubert, D.A., & Lewis, K.J. 2014. A framework for general education assessment: Assessing information literacy and quantitative literacy with ePortfolios.
Examining 100 random student ePortfolios from General Education courses using two college-wide learning outcomes, the authors reflect on how use of ePortfolios can effectively assess student work. Benefits of using ePortfolios, particularly in General Education, are also discussed.
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38. Jankowski, N., & Allen, C. 2014, February 28. General education outcomes and NILOA's Transparency Framework.
This presentation from the 2014 AAC&U General Education and Assessment Meeting includes examples of NILOA's Transparency Framework in the field and offers new ideas for thinking about communicating assessment data.
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39. Jankowski, N., Hutchings, P., Dawn, S., Dodge, L. 2014, March 1. The degree qualifications profile: A framework for assessing general education.
This presentation from the 2014 AAC&U General Education and Assessment Meeting provides an introduction to the DQP, including NILOA's work with the DQP, resources, and campus examples.
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40. Kahn, S. Jan/Feb2011. Assessing the online learner: Resources and strategies for faculty.
Abstract: The article reviews the book "Assessing the Online Learner: Resources and Strategies for Faculty," by Rena M. Palloff and Keith Pratt.
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41. 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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42. Kinzie, J., & Lindsay, N. 2014, February 28. Assessment administrators anonymous: 12 steps for involving faculty in assessment.
This presentation from the 2014 AAC&U General Education and Assessment Meeting discusses the role of faculty in assessment and presents results of NILOA's 2009 and 2014 provost surveys.
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43. Klein, S., Benjamin, R., & Bolus, R. 2007. The collegiate learning assessment: Facts and fantasies.
This white paper presents a model of what the CLA does and does not measure, an overview of the instruments used with examples of tasks, and how information on how to interpret the value-added results.
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44. Leskes, A., & Wright, B. 2005. The art and science of assessing general education outcomes: A practical guide..
This guide offers practical recommendations for individuals involved with the assessment of general education programs and outcomes on campus. It includes a step-by-step assessment checklist, tips for better assessment, and examples of assessment tools, methods, and rubrics for assessing a variety of key outcomes of a quality general education.
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45. Lumina Foundation & NILOA. 2015. General education and/or program development and review.
This brief reports the impact of using the DQP for general education and/or program development and review. The impact of the DQP within the community college is also discussed.
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46. McLeod, S. H., & Soven, M. (Eds.). 2000. Writing across the curriculum: A guide to developing programs.
How can institutions develop and sustain writing across the curriculum (WAC) programmes? This collection with contributions from leading WAC directors and consultants, helps answer this question. Topics covered include: how to get started; how to run WAC workshops; what role administrators can play; and how WAC can be integrated into the university curriculum. There are also chapters on developing permanent institutional support for WAC.
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47. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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48. National Governors Association. 2008. Benchmarking for success: Ensuring U.S. students receive a world-class education.
Report that presents benchmarking of education systems against those of top-performing nations and calls for action to ensure students receive an education that provides opportunities for college and career success.
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49. National Institute for Learning Outcomes Assessment (NILOA). 2009. 2009 survey questionnaire.
This survey is for examining institution level assessment activities regarding campus assessment practices. Please contact us before using it for research or external purposes.
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50. National Institute for Learning Outcomes Assessment (NILOA). 2010. 2010 survey questionnaire.
This survey is for surveying at the program and department level. Please contact us before using it for research or external purposes.
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51. Nicholas, M., Comer, J., Recker, D., Hathcoat, J. Jul/Aug2013. Development and implementing a multidisciplinary approach to assess CT in general education.
The article outlines the approach used by Oklahoma State University (OSU) in developing and implementing a model for assessing critical thinking (CT) in general education (GE) that is faculty-driven and reflective of approaches used in the classroom. Challenges with the approach are identified. Advantages of the multidisciplinary approach are also listed including aligning faculty approaches and institutional approaches.
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52. Nichols, M., Comer, J., Recker, D., & Hathcoat, J. 2013. Developing and implementing a multidisciplinary approach to assess CT in general education.
The article outlines the approach used by Oklahoma State University (OSU) in developing and implementing a model for assessing critical thinking (CT) in general education (GE) that is faculty-driven and reflective of approaches used in the classroom. Challenges with the approach are identified. Advantages of the multidisciplinary approach are also listed including aligning faculty and institutional approaches.
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53. Ohlemacher, J., & Davis, A. May/Jun2012. Community college strategies.
Abstract: The authors discuss the Carroll Community College in Carroll County, Maryland's development of general education learning outcomes fort each of its General Education Learning Goals. These seven goals include communication, critical thinking, information and technology literacy, global awareness, personal development and quantitative and scientific reasoning. The authors cite valuable information in the cumulative and individual learning outcome scores.
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54. 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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55. Paulson, K. 2001. An annotated bibliography on competencies.
Literature on competency-based learning models is presented through a bibliography including: a general introduction and historical underpinnings of compentency-based learning in postsecondary education, the usage of of competency-based learning in the admissions and placement process, the usage of compentencies in postsecondary settings, a usage of competencies during the conclusion of college programs, and efficacious institutional usage of competencies for improvement.
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56. Paulson, K. 2012. Faculty perceptions of general education and the use of high-impact practices.
This article focuses on the Compass Faculty Survey of the Association of American Colleges and Universities (AAC&U), which is related to the use of high-impact practices (HIPs) in general education.
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57. Powell, J. W. 2011. Outcomes assessment: Conceptual and other problems .
In his essay, Powell calls for reform of outcomes assessment in general education.
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58. Puncochar, J., & Klett, M. (2013). A model for outcomes assessment of undergraduate science knowledge and inquiry processes.
To measure the efficacy of a Liberal Studies education, a Midwestern regional university developed a systematic, rubric-guided assessment based on nationally recognized science principles and inquiry processes to evaluate student work in undergraduate science laboratory courses relative to a liberal education. The rubric presented a direct measure of student understandings of science inquiry processes. The assessment procedure used stratified random sampling at confidence levels of 95% to select student work, maintained anonymity of students and faculty, addressed concerns of university faculty, and completed a continuous improvement feedback loop by informing faculty of assessment results to assess and refine science-inquiry processes of course content. The procedure resulted in an assessment system for benchmarking science inquiry processes evident in student work and offered insights into the effect of undergraduate science laboratory courses on student knowledge and understanding.
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59. Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L. and Franco, G. M. 2012. To master or perform? Exploring relations between achievement goals and conceptual change learning.
Looking at the relationship between the types of goals set by students and the learning that occur in light of these goals, this article explains that students who set strong mastery-oriented goals are more likely to achieve deep learning and conceptual change. Students who desire performance related goals (approach or avoidance) are not as likely to engage in deep learning or conceptual change.
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60. Schuurman, S.,Berlin, S., Langlois, J., & Guevara, J. Mar/Apr2012. Mission accomplished! The development of a competence-based e-portfolio assessment model.
Abstract: The article discusses the Capstone Electronic Portfolio (E-portfolio) Project of the Grand Valley State University School of Social Work (GVSU-SSW). The project is aimed at developing a competence-based E-portfolio for student performance assessment. Compared to the paper version, it is noted that e-portfolios offer a content management system that would be beneficial in digital document collection. The purpose of the E-portfolio assignment to social work students is also explored.
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61. Seybert, J. A. 2002. Assessing student learning outcomes.
"This chapter addresses assessment of student learning in general education, transfer programs, career and occupational programs, remedial and developmental courses and programs, and noncredit and continuing education offerings, as well as assessment of affective and noncognitive outcomes and the use of assessment results."
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62. Stalions, E.W. 2007. Dynamic Criteria Mapping: A study of the rhetorical values of placement evaluators.(Doctoral Dissertation.) .
This dissertation provides an extensive examination of the criteria an Ohio university uses to place first-year students into writing courses.
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63. Sullivan, D. 2015. The VALUE breakthrough: Getting the assessment of student learning in college right.
From AAC&U: "Author Daniel Sullivan tells us how VALUE relates both to the larger aims of a quality liberal education, to the capabilities employers seek and reward, and to the public policy pressures of our current environment."
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64. The Writing Program at University of Massachusetts. Dynamic Criteria Mapping.
This page from the UMass Amherst’s Writing Program explains Dynamic Criteria Mapping and offers instructors tips on how to use the method with their students’ work.
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65. 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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66. Young, J. W. 2007. Validity of the Measure of Academic Proficiency and Progress (MAPP) test: A summary from ETS.
A brief report by the Center for Validity Research of the Educational Testing Service on the validity of the MAPP, including an overview on test structure, scoring, and construct validity.
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