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Search returned 61 results using Keyword: "Program level assessment"



1. 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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2. 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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3. Association for Institutional Research. 2009. A ten-step process for creating outcomes assessment measures for an undergraduate management program: A faculty-driven process.
This paper offers a plan for involving department faculty members in the creation of outcomes assessment by borrowing from the current literature in the field, as well as literature from human resources development and organizational behavior.
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4. Baker, G. R. February 2012. North Carolina A&T State University: A culture of inquiry.
North Carolina A&T was selected for inclusion as a case study for NILOA due to its commitment to improving its campus by developing a "culture of inquiry"—specifically as this relates to student learning outcomes assessment activities. Three elements have been instrumental in A&T's drive to become a more data-driven institution: 1) administrative leadership that encourages discussions and collaboration around student learning outcomes assessment activities on campus; 2) the use of professional development opportunities to help foster the involvement and commitment of faculty members; and 3) the systematic and intentional use of student feedback.
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5. 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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6. 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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7. 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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8. 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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9. 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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10. Blom, R., Davenport, L.D., & Bowe, B.J. . 2012. Reputation cycles: The value of accreditation for undergraduate journalism programs.
Through a survey of journalism program directors in the US, this study examines reasons for accrediting journalism programs.
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11. Bollag, B. 2006. Using quality benchmarks for assessing and developing undergraduate programs.
This book uses selected performance criteria benchmarks to assist undergraduate programs to define their educational missions and goals as well as to document their effectiveness. It helps faculty and administrators use benchmarks not only to assess outcomes of student learning, but to program assessment, evaluate student learning, create meaningful faculty scholarship, ensure quality teaching, and forge connection to the community.
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12. Bransford, J.D. and Donovan, S.M. 2005. How students learn: history, mathematics, and science in the classroom.
From the Publisher: “The book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction…”
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13. 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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14. Buente, W., Winter, J. S., & Kramer, H. 2015. Program-based assessment of capstone ePortfolios for a communication BA curriculum.
In 2013, the Department of Communication at the University of Hawaii at Manoa used ePortfolios to evaluate their program. With the effectiveness of ePortfolios as an assessment tool, they found gaps in their curriculum, and identified several improvements to their current processes.
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15. 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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16. 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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17. 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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18. Coker, J.S., & Porter, D.J. . 2015, January/FebruarY. Maximizing Experiential Learning for Student Success.
The results of a study conducted at Elon University yield three best-practices for experiential learning: (1) Provide a wide array of experiential learning opportunities for students; (2) Frame experiences for broad liberal-learning outcomes; and (3) provide all students with access to each type of experience.
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19. Cotrell, R.R., Lysoby, L., King, L., Airhihenbuwa, C.O., Roe, K.M., & Allegrante, J.P. 2009. Current development in accreditation and certification for health promotion and health education: A perspective on systems of quality assurance in the United States.
This article reviews the current scope of credentialing systems in the United States and explains whom they serve and how they function. Recent developments that are now reshaping the landscape of quality assurance in health education and health promotion are also discussed.
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20. 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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21. 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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22. Ewell, P., Kinzie, J., Keith, J., & Love, M. B. January 2011. Down and in: A national perspective on program-level assessment.
Presentation at Association of American Colleges and Universities (AAC&U) on the Reviewing NILOA survey results, qualitative information on program assessment, with examples from two exemplary campuses.
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23. Ewell, P., Mandell, C., Martin, E., & Hutchings, P. 2013, October. Mapping the curriculum: Learning outcomes and related assignments.
This presentation from the 2013 Assessment Institute discusses the implications of using the DQP for assessing learning outcomes, curriculum mapping, the use of rubrics, and designing an assignment library.
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24. Ewell, P., Paulson, K., & Kinzie, J. June 2011. Down and in: Assessment practices at the program level.
To follow up the 2009 National Institute for Learning Outcomes Assessment (NILOA) report on institutional assessment activity described by chief academic officers, NILOA surveyed program heads in the two and four-year sectors to gain a more complete picture of assessment activity at the program or department level.
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25. 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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26. 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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27. 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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28. 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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29. Hutchings, P. 2011, Sept. 22. From departmental to disciplinary assessment: Deepening faculty engagement.
Most of assessment's attention over the last two decades has been aimed at cross-cutting outcomes--critical and analytical thinking, problem solving, quantitative literacy, and communication--that are typically identified with general education. Just about everyone agrees that abilities like these are essential markers of higher learning; critical thinking typically tops the list of faculty priorities for student learning, regardless of field or institutional type. They're also the outcomes that have caught the attention of employers and policymakers (as well as test makers)--who are not, for the most part, asking how well students understand art history, sociology, or criminal justice (though they "are" asking about math and science preparation). And of course they are outcomes that overlap with those of the disciplines. In short, assessment's focus on cross-cutting outcomes makes perfect sense, but it has also meant that the assessment of students' knowledge and abilities "within" particular fields, focused on what is "distinctive" to the field, has received less attention. And that's too bad. In this article, the author reviews the current state of affairs in departmental and disciplinary assessment, and points to emerging developments that can help to deepen faculty engagement with questions about how and how well students achieve the learning valued within and across diverse fields.
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30. 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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31. Jankowski, N. July 2011. Juniata College: Faculty led assessment.
Juniata College was identified as an example of good assessment practice for the faculty-led Center for the Scholarship of Teaching and Learning (SoTL Center) that champions and supports evidence-based teaching; an administration-supported accountability website that provides data and information about outcomes to multiple audiences; and the use of evidence of student learning to make improvements at the institution and individual course levels.
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32. Jankowski, N. A., Ikenberry, S. O., Kinzie, J., Kuh, G. D., Shenoy, G. F., & Baker, G. R. March 2012. Transparency & accountability: An evaluation of the VSA college portrait pilot.
The Voluntary System of Accountability (VSA) is a vehicle for public four-year universities to report comparable information about the undergraduate student experience via the College Portrait, a common web reporting template. NILOA evaluated the effectiveness of the student learning outcomes pilot project within the College Portrait resulting in this report: Transparency & Accountability: An Evaluation of the VSA College Portrait Pilot. The evaluation took place October 2011 through February 2012, drawing on a variety of data sources.
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33. 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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34. Kinzie, J. June 2012. Carnegie Mellon University: Fostering assessment for improvement and teaching excellence.
Carnegie Mellon was selected as a case study for the National Institute for Learning Outcomes Assessment (NILOA) for having an approach to student learning outcomes assessment that reflects the institution’s commitment to interdisciplinarity and innovative teaching and learning. Three elements have been instrumental in CMU’s advances in program-level student learning outcomes assessment: 1) an institutionalized research-oriented and data-informed university decision-making process driven by deans and departments; 2) an organizational culture with established processes promoting continuous improvement; and 3) the elevation of a cross-campus faculty resource—the Eberly Center for Teaching Excellence—as the hub of assessment support. This case study broadly describes CMU’s approach to addressing the challenges of assessment, explores the salient elements of CMU’s culture for assessment and improvement, and then focuses on the positioning and role of the Eberly Center for Teaching Excellence in student learning outcomes.
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35. Kinzie, J., Paulson, K., Provezis, S. May 2011. Department and program-level assessment: Taking stock and identifying challenges.
Presentation at Association for Institutional Research (AIR) on the Evaluation of NILOA survey results, qualitative information on program assessment, and discussion of challenges of program-level assessment.
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36. Kuh, G. June 2010. NILOA: Tracking the status of outcomes assessment in the U.S..
Presentation at Association for Institutional Research (AIR) Targeted Affinity Group Opening Session on NILOA activities, accreditation as a driver of assessment, and findings from the NILOA 2010 Program-Level Survey.
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37. 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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38. 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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39. 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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40. 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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41. Palomba, C. A., & Banta, T. W. 1999. Assessment essentials: Planning, implementing, and improving assessment in higher education.
"This book examines current assessment practices in higher education and offers suggestions on planning assessment programs, carrying them out, and using the results to improve academic programs. Examples from all types of institutions (community colleges, liberal arts colleges, and comprehensive, doctoral and research institutions) are used to illustrate various assessment activities."
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42. 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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43. 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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44. Pearson, D.B. 1979. Will accreditation improve the quality of education?.
This article seeks to determine the benefits of the accreditation of accounting educational programs in the U.S.
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45. Perks, J. M., & Galantino, M. L. 2013. The development of an ePortfolio as a capstone in a holistic health minor.
The authors describes exploring whether to use an ePortfolio assessment as a capstone project for a Holistic Health Minor (HHM) in an undergraduate program. A team of faculty designed a template and a group of nine seniors piloted the program. The authors found the interdisciplinary faculty team to be vital for the program’s success.
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46. 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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47. Provezis, S. July 2011. Augustana College: An assessment review committee's role in engaging faculty.
Over the last six years, Augustana has been active in the area of assessing student learning and has become a leader in gaining faculty involvement. This involvement is due in part to the institutional type—which focuses on teaching and learning, the dynamic role of the Assessment Review Committee, and the communication strategies. This has allowed them to make several improvements on campus based on their assessment activities.
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48. Provezis, S. June 2012. LaGuardia Community College: Weaving assessment into the institutional fabric.
A federally designated Hispanic Serving Institution, LaGuardia Community College serves an overwhelmingly minority and first-generation college student population “from diverse cultures, ages, and educational and economic backgrounds.” Its students come from 160 different countries and speak more than 120 different primary languages. LaGuardia’s commitment to educational excellence has been acknowledged by Excelencia in Education, the Bellwether Award for Exemplary Instructional Programs, and the Community College Excellence Award from the MetLife Foundation. Because of its reputation as a leader in learning outcomes assessment, particularly through the use of electronic portfolios (ePortfolios), LaGuardia was selected by the National Institute for Learning Outcomes Assessment (NILOA) as an Example of Best Practice. This report features LaGuardia’s commitment to assessment, the collaboration across units at the college, the ePortfolio as the foundation of the assessment efforts, and the institution’s robust p
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49. Rhodes, T. L. 2010. Assessing outcomes and improving achievement: Tips and tools for using rubrics.
"This publication provides practical advice on the development and effective use of rubrics to evaluate college student achievement at various levels. Also included are the rubrics developed by faculty teams for fifteen liberal learning outcomes through AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project."
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50. 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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51. Said, S., Chow, C., Mokhtar, N.N., Ramli, R., Ya, T., & Sabri, M. 2013. Accreditation of engineering programs: An evaluation of current practices in Malaysia.
This paper questions whether accreditation is a necessary prerequisite in maintaining high standards in engineering programs in Malaysia.
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52. Seemiller, C., & Murray, T. 2013. The common language of leadership.
This article outlines the results of a comprehensive examination of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development.
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53. Spurlin, J., Rajala, S., Lavelle, J. 2008. Designing better engineering education through assessment: A practical resource for faculty and department chairs on using assessment and ABET criteria to improve student learning.
This book is written for engineering faculty and department chairs as a practical guide to improving the assessment processes for undergraduate and graduate engineering education in the service of improved student learning. It is written by engineering faculty and assessment professionals who have many years of experience in assessment of engineering education and of working with engineering faculty.
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54. Stitt-Bergh, M. 2013. Examples of Program Assessment.
This list of resources contains information on best practices and results of program assessment.
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55. 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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56. Styck, K.M. 2012. Preparing school psychologists for working with diverse students: Does program accreditation matter? .
The purpose of this study was to investigate the degree to which differences exist between accredited and non-accredited school psychology training programs on specific characteristics of training theorized to prepare graduates for working with racially, ethnically, and/or linguistically diverse students.
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57. Turbow, D., & Evener, J. 2016, July. Norming a VALUE rubric to assess graduate information literacy skills.
The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students.
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58. University of Massachusetts Amherst. Program-based review and assessment: Tools and techniques for program improvement.
Program review handbook
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59. Vorhees, R. A. 2001. Competency-based learning models: A necessary future.
This essay focuses on the present and proposed usages of competency-based learning models internationally and nationally. Furthermore, the author calls for a common lexicon for the usage of compentencies and the thoughtful usage of competentices to encourage a paradigmatic shift.
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60. Wiggins, G. 1998. Educative assessment: Designing assessments to inform and improve student performance .
This book focuses on the use of performance-based assessment and its appropriate use as tool to guide students' performance.
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61. Yousey-Elsener, K., Bentrim, E., & Henning, G.W. 2015. Coordinating Student Affairs Divisional Assessment: A Practical Guide.
This book is a practical guide for practitioners to lead and implement assessment efforts in student affairs.
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