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1. Access to success.
Each participating A2S system, for which updated system-level report cards appear below, sets its own improvement targets and agrees to a common set of metrics to evaluate progress.
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2. Achieving the dream.
Achieving the Dream is a national initiative for community college student success. Its primary focus is to help student groups who have traditionally faced significant barriers, particularly low-income students and students of color, to reach their individual goals of obtaining higher education degrees and better jobs. Emphasizing a data-driven approach, this initiative seeks to motivate institutional change, policy change, public engagement, and knowledge development.
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3. Adaptive Learning.
This page provides a list of adaptive learning websites and e-learning standards organizations.
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4. Alverno College’s Diagnostic Digital Portfolio (DDP) .
Alverno College’s DDP is an institutional database designed to increase the visibility of student learning and development over time. While students are viewed as the primary users and beneficiaries, faculty, advisors, administrator, and program assessment uses are also recognized.
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5. American democracy project.
The American Democracy Project is a multi-campus initiative focused on higher education’s role in preparing the next generation of informed, engaged citizens for our democracy. It was started through a partnership with AASCU and The New York Times and includes 231 participating colleges and universities. Participating institutions are committed to producing active, involved citizens as graduates.
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6. American diploma project.
The American Diploma Project (ADP) is an initiative driven by Achieve, Inc., a bi-partisan, non-profit organization. Within 34 participating states, the ADP brings together governors, state education officials, postsecondary leaders, and business executives to cooperatively improve postsecondary preparation. Some common goals include: (a) aligning high school standards with the necessary knowledge and skills for transition to college and work, (b) providing access to rigorous high school courses, (c) streamlining assessment systems, and (d) ensuring accountability for students’ success.
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7. American evaluation association.
This association is an international professional association of evaluators devoted to the application and exploration of program evaluation, personnel evaluation, technology, and many other forms of evaluation.
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8. Asian American and Native American Pacific Islander-serving institutions (AANAPISI).
Most recently, those institutions serving a large population of Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) have also been designated as Minority Serving Institutions. The definition of these populations according to Section 320b of the amended Higher Education Act of 1965 is: ‘‘(2) ASIAN AMERICAN AND NATIVE AMERICAN PACIFIC ISLANDER-SERVING INSTITUTION.—The term ‘Asian American and Native American Pacific Islander-serving institution’ means an institution of higher education that— ‘‘(A) is an eligible institution under section 312(b); and ‘‘(B) at the time of application, has an enrollment of undergraduate students that is not less than 10 percent students who are Asian American or Native American Pacific Islander. (Ed.gov, 2011)
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9. ASSESS - assessment in higher education.
Housed at the University of Kentucky, a go to place for dialogue about assessment. No login required to search past postings.
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10. 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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11. Association for the Assessment of Learning in Higher Education (AALHE).
AALHE is an organization of practitioners interested in using effective assessment practice to document and improve student learning. There are also blog entries to stimulate online conversations about assessment. Membership in the AALHE is open to all who have an interest in assessing and improving student learning in higher education. Individual and institutional memberships are available.
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12. Association of American Universities Data Exchange (AAUDE).
AAUDE is a public service organization whose purpose is to improve the quality and usability of information about higher education. Membership is comprised of AAU institutions that participate in the exchange of data/information to support decision-making at their institution.
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13. Australian government's MyUniversity.
In an effort to be more transparent, MyUniversity provides potential students and their families with information about higher education institutions within Australia. Users locate and compare course information as well as statistical information and other indicators of the institution including student/faculty population and postgraduate work.
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14. Benchmarking in European higher education.
A list of annual conferences, workshops and communities focused on benchmarking.
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15. Building Engagement and Attainment for Minority Students (BEAMS).
Specifically focused on student engagement and student learning, the BEAMS program worked with MSIs to improve student engagement and success. Over 100 baccalaureate MSIs were involved in the program.
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16. Career portfolio by Florida State University.
The FSU Career Portfolio is designed to help students plan for careers, reflect on their skills and abilities, and to organize evidence of past achievements. Development of this system began in 1997, with its initial launch occurring in April 2002. The portfolio website offers many resources about portfolio development, evaluation of the portfolio system, sample student portfolios, and use of completed portfolios in institutional reaccreditation efforts.
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17. Carnegie Knowledge Network.
The Carnegie Knowledge Network seeks to provide education policymakers and practitioners with timely, authoritative research and information on the use of value-added methodologies and other metrics in teacher evaluation systems.
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18. Center of inquiry: Assessment support.
The Center of Inquiry works with faculty and staff at liberal arts institutions to develop stronger assessment programs that match the institutions unique mission and culture.
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19. Chicago Area Assessment Group (CAAG).
The goal of CAAG is to serve as a professional peer group that provides a forum for sharing good practices, soliciting feedback and creating an open dialogue for gathering information and thinking through ideas. CAAG is open to anyone interested in higher educational assessment.
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20. Common education: Data standards.
The Common Education Data Standards (CEDS) is a specified set of the most commonly used education data elements to support the effective exchange of data within and across states, as students transition between educational sectors and levels, and for federal reporting. This common vocabulary will enable more consistent and comparable data to be used throughout all education levels and sectors necessary to support improved student achievement. The standards are being developed by NCES with the assistance of a CEDS Stakeholder Group that includes representatives from states, districts, institutions of higher education, state higher education agencies, early childhood organizations, federal program offices, interoperability standards organizations, and key education associations and non-profit organizations. CEDS is a voluntary effort and will increase data interoperability, portability, and comparability across states, districts, and higher education organizations.
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21. Complete College America.
Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations.
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22. 2012. Credly.
Credly is a leading digital credential service provider, helping the world recognize lifelong achievement with the most popular platforms for verifying, sharing and managing digital credentials and badges. The enterprise-class system allows organizations to officially verify skills and competencies; distribute portable and secure digital credentials and open badges; and gain actionable data and insights.
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23. Data quality campaign.
The Data Quality Campaign (DQC) is a national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement.
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24. Ericae.net: Clearinghouse on assessment and evaluation.
Ericae.net "provides balanced information concerning educational assessment, provides evaluation and research methodology, resources to encourage the responsible use of educational data, and promotes the best resources within their scope."
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25. Evaluation talk.
From the American Evaluation Association, a conversation about evaluation and assessment (requires login information).
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26. Higher Education Quality Council of Ontario (HEQCO).
The HEQCO website outlines the research agenda as encompassing "three major research projects focused on defining and measuring learning outcomes, working with Ontario’s colleges, universities in partnership with international organizations. The projects build on the provincial government’s work in quality assessment and learning outcomes."
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27. Hispanic Serving Institution (HSI).
"The Higher Education Act, 20 USCA Section 1101a defines a Hispanic-serving institution as an institution of higher education that (a) is an eligible institution; (b) at the time of application, has an enrollment of undergraduate full-time equivalent students that is at least 25 percent Hispanic students; and (c) provides assurances that not less than 50 percent of the institution's Hispanic students are low-income individuals" (IPEDS, 2011).
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28. Historically Black Colleges and Universities (HBCU).
"The Higher Education Act of 1965, as amended, defines an HBCU as: '...any historically black college or university that was established prior to 1964, whose principal mission was, and is, the education of black Americans, and that is accredited by a nationally recognized accrediting agency or association determined by the Secretary [of Education] to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation.' Federal regulations (20 USC 1061 (2)) allow for certain exceptions to the founding date" (IPEDS, 2011).
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29. International Journal of ePortfolio (IJeP).
This journal's purpose, according to its website, is "to encourage the study of practices and pedagogies associated with ePortfolio in educational settings" while its focus includes the explanation, interpretation, application, and dissemination of researchers’, practitioners’, and developers’ experiences relevant to ePortfolio."
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30. LaGuardia Community College ePortfolio.
LaGuardia Community College uses the ePortfolio system on its campus. Several resources about the history of ePortfolios on campus are available on its website.
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31. 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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32. Minority Serving Institutions (MSI) Student Learning Outcomes Institute.
As a part of this program, the Southern Education Foundation (SEF) was granted $500,000 to "Increase MSI’s commitment to transparency and effectiveness in improving student learning outcomes” as one of the objectives on Lumina's above agenda (Lumina, 2010). Through this grant, SEF’s mission is “to enhance student learning, outcomes assessment, documentation, and use at HBCUs and HSIs” (SEF, 2011). The first institute was held in January 2011. SEF hosted their second MSI Student Learning Outcomes Institute February 2-4, 2012, at the Grand Hyatt Hotel in Atlanta, GA. Association for Institutional Researchers (AIR) and SEF co-hosted an IPEDS workshop on February 2. Seven institutions have already been chosen to help lead the efforts.
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33. 2016. Mozilla Open Badges.
Open Badges is free software that institutions can use to create, issue, and verify digital badges. They are transferable to on- and off-line sources and can be displayed on social media and other websites.
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34. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
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35. New England Consortium on Assessment and Student Learning.
In collaboration with the New England Association of Schools and Colleges, NECASL initiated an innovative assessment project exploring how students learn and how they make important decisions about their academic programs.
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36. New England Educational Assessment Network (NEEAN).
The mission of the New England Educational Assessment Network is to promote quality assessment of student learning and development, and thus to enhance the effectiveness of institutions of higher education. Membership is open to postsecondary educators who are concerned with assessment. NEEAN welcomes faculty, staff, and administrators interested in improving student learning and institutional effectiveness. In April 2010 the new institutional certification initiative with regard to assessment and accountability began.
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37. New Leadership Alliance for Student Learning and Accountability .
The New Leadership Alliance for Student Learning and Accountability (the Alliance) was established to improve student learning at the undergraduate level and to find educationally valid ways of demonstrating that such improvement is taking place. The Alliance aims to improve student learning through voluntary and cooperative professional efforts to significantly improve assessment of, and accountability for, student learning outcomes. It also aims to convey to the higher education community and the larger public the importance of a quality college education in preparation for work, life, and responsible citizenship.
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38. North Carolina Community College learning outcomes assessment group.
NCCCLOAG is a grassroots organization serving as a support group and a resource for anyone involved in outcomes assessment.
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39. OECD feasibility study for the international Assessment of Higher Education Learning Outcomes (AHELO).
The OECD Assessment of Higher Education Learning Outcomes (AHELO) is a ground-breaking initiative to assess learning outcomes on an international scale by creating measures that would be valid for all cultures and languages. Between ten and thirty-thousand higher education students in over ten different countries will take part in a feasibility study to determine the bounds of this ambitious project, with an eye to the possible creation of a full-scale AHELO upon its completion.
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40. POD: Professional and Organization Development Network .
A listserv discussing teaching and learning issues as related to faculty development. No login required to read postings.
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41. Presidents' Alliance for Excellence in Student Learning and Accountability.
Institutions joining the Presidents' Alliance, an initiative of the new Leadership Alliance for Student Learning and Accountability, are publicly making a commitment to significantly improve assessment of, and accountability for, student learning outcomes on their campuses. This involves committing to an Action Plan to build on previous work to assess, report on, and use evidence to improve student learning.
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42. RubiStar.
A free online website tool developed through the Advanced Learning Technologies (ALTEC) project at the University of Kansas Center for Research on Learning helps visitors create rubrics.
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43. SHEEO Peer Collaboration Network .
Peer Collaboration Networks (PCNs) bring SHEEOs and their key staff together to address common state higher education policy needs and challenges. Of interest is the PCN on Student Learning-Accountability. SHEEO serves AL, AZ, CA, ID, IA, KY, LA, ME, MO, NE, NH, NM, OK, OR, RI, SC, SD, TN, TX, WV.
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44. Society for Learning Analytics Research (SoLAR).
The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development.
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45. 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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46. Southern Regional Education Board: Education Data.
The Education Data programs collects, analyzes and shares demographic, economic, pre-K-12 and higher education data among SREB states.
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47. Student Affairs Assessment Leaders .
This list's main goal is to provide the opportunity for full-time student affairs assessment professionals to discuss issues to improve their work. The group and its listserv are open only to educators that coordinate assessment for divisions of student affairs.
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48. 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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49. The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL).
AAEEBL, a professional association for the world ePortfolio community, provides several resources for those interested in using ePortfolios in their classrooms and institutions. Blogs, a bi-monthly newsletter, ePortfolio events, and links to resources are all provided in this expansive website.
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50. The e-Assessment Association.
This online international association is for assessment professionals and educators interested in role of technology and internet on assessments.
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51. The National Community College Benchmark Project.
The National Community College Benchmark Project provides community colleges with opportunities to report outcome and effectiveness data in critical performance areas, receive reports of benchmarks, and compare results with those of other colleges.
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52. Transparency by Design.
Transparency by Design is an initiative, developed by the Presidents’ Forum, to lead universities and colleges toward greater accountability and transparency. The initiative’s members comprise a consortium of regionally accredited, adult-serving, distance educational institutions. The initiative focuses on providing information, including learning program-specific outcomes data that allow students to make informed decisions about educational options. Starting in 2009, an annual Learning Outcomes Report will be issued that include student demographics, completion rates, costs, student engagement, and knowledge and skills learned. Learning Outcomes Reports will include outcomes at the program specialization level, allowing prospective students to assess how well a program will prepare them for their professional pursuits.
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53. Tribal Colleges and Universities (TCU).
An institutional classification developed by the Andrew W. Carnegie Foundation for the Advancement of Teaching. Tribal Colleges and Universities, with few exceptions, are tribally controlled and located on reservations. Colleges and universities that are members of the American Indian Higher Education Consortium" (IPEDS, 2011)
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54. Tuning.
TUNING started in 2000 as a project in Europe linked to the Bologna Process and Lisbon Strategy. It has developed into a process that can be applied to educational programs to develop, implement, and evaluate quality of degree programs. The process employs faculty meeting within disciplines to discuss learning outcomes. It was developed by and for higher education institutions.
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55. University and College Accountability Network (U-CAN).
U-CAN is a Web-based resource designed to give students and parents concise, consumer-friendly information on nonprofit, private colleges and universities in a common format. U-CAN was developed and is managed by the National Association of Independent Colleges and Universities (NAICU). Through focus groups, students and parents shared the information they most need to make an informed college choice which was then included in the institutional profiles. The in-depth information included in the institutional profiles includes admissions, enrollment, academics, student demographics, graduation rates, most common fields of study, transfer of credit policy, accreditation, faculty information, class size, tuition and fee trends, price of attendance, financial aid, campus housing, student life, and campus safety.
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56. University of Hawai'i at Manoa: Assessment curriculum mapping.
This page describes curriculum mapping and offers a curriculum matrix, definitions, examples, and best practices.
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57. University of West Florida's Center for University Teaching, Learning and Assessment.
On this website, information is available about curriculum mapping with examples. A sample curriculum map is located in the middle of the page.
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58. 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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59. Virginia Assessment Group.
"Membership in VAG is open to, but not limited to, all faculty and staff from both public and private institutions of higher education, as well as, staff of the State Council of Higher Education and of the Virginia Community College System and any person who has a professional interest in assessment in post-secondary education."
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60. Voluntary Framework of Accountability (VFA).
The Voluntary Framework of Accountability is the first national system of accountability specifically for community colleges and by community colleges. Leadership in the sector is defining the most appropriate metrics for gauging how well our institutions perform in serving a variety of students and purposes. This initiative was launched in January 2011.
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61. Voluntary System of Accountability (VSA).
The Voluntary System of Accountability (VSA) is a voluntary initiative for 4-year public colleges and universities developed by the American Association of State College and Universities and the Association of Public and Land-Grant Universities. The VSA communicates information on the undergraduate student experience through a common web reporting template, the College Portrait by demonstrating accountability and stewardship to the public; measuring educational outcomes to identify effective practices; and assembling information that is accessible, understandable, and comparable. The information is intended for students, families, policy-makers, campus faculty and staff, the general public, and other higher education stakeholders.
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62. Winona State University sample rubrics.
This site is a compilation of sample rubrics collected from several colleges and universities divided by discipline and/or learning outcome.
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63. American Association for Higher Education. Urban Universities Portfolio Project (UUPP).
The UUPP was a collaboration among six urban public universities to develop prototypes of electronic institutional portfolios. The project, which took place from 1998-2001, was funded by the Pew Charitable Trusts and sponsored by the American Association for Higher Education (AAHE). This website provides links to the six portfolios, which continue to grow and evolve, as well as a number of resources and links.
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64. 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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65. Barrett, H. Eportfolios for Learning .
This blog to discusses Dr. Barrett’s ideas on electronic portfolios to support lifelong learning. She hopes to share some of her concerns about the current direction of electronic portfolios in Higher Education and K-12 schools.
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66. 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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67. Council for Adult and Experiential Learning. 2007. Prior learning assessment at home and abroad.
Excerpts from articles in the CAEL Forum and News.
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68. Cox, R., & Kelly, K. 2011. Documenting learning with ePortfolios.
This page describes the use of ePortfolios at San Francisco State University.
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69. Eubanks, D. Higher Ed .
Dr. Eubanks, Dean of Academic Support Services at Johnson C. Smith University, regularly posts issues of assessment on his blog.
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70. Georgetown University. Assessing student learning handbook (online) for Georgetown University.
Example of assessment handbook.
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71. Graduate Student Instructor: Teaching & Resource Center. Learning: Theory and research.
This website offers extensive material on the cognition of learning; from theories of learning to methods of instruction, and from principles of memory to the role of motivation. The site has various resources (i.e. the PQ4R method and the practice guide to improve student learning) and defines key terminology en route to developing a useful resource for practitioners and students alike.
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72. Gross, B., & Goldhaber, D. 2009, January 23. State transfer and Articulation Policies: Looking beneath the surface.

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73. Jankowski, N., Pike, G. October 2011. Institutional transparency of student learning outcomes assessment: A framework.
Presentation at the Assessment Institute on the need for transparency, the transparency continuum, barriers to transparency, and examples of colleges and universities presently engaged in transparency.
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74. 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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75. Miller, J. E. Assessment matters.
Assessment Matters is an e-mail newsletter that is circulated biweekly during the academic year to deans, chairs, and other interested faculty and administrators. The goal is to provide the UNF community with practical, helpful, and timely assessment news, ideas, and resources.
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76. NC State University. List of institutions' assessment handbooks.

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77. Northern Arizonia University. 2007-2009. NAU assessment guide (online).
Online assessment handbook.
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78. Occidental College. 2011, March. Assessment handbook: Academic quality assurance for a liberal arts college .
Example of institutional assessment handbook.
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79. Paulson, K. 2002. Where's the Data: Conducting a First-Year Data Audit.

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80. Portland State University. Portland State University FRINQ ePortfolio.
Portland State University has used portfolios for the assessment of its students since 1994.
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81. Provezis, S., Jankowski, N., Makela, J., Santucci, D. June 2010. Learning outcomes assessment, transparency, and the internet: A critical examination of higher education institutions' web-based communication strategies.
Presentation at Association for Institutional Research (AIR) on NILOA's use of web scans and findings relating to Institutional Research websites.
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82. Rose-Hulman Institute of Technology. RosE Portfolio System (REPS) Zone .
Rose-Hulman Institute of Technology's REPS Zone is, according to its website, "an online, digital system developed at Rose-Hulman Institute of Technology. It is designed to allow students, faculty, and administrators to archive, assess, and evaluate student work for the purpose of class, department, program, and institutional assessment. In addition, the RosE Portfolio offers features like the Showcase Resume, the Curriculum Map, and customizable Assessment Outlines."
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83. Shenoy, G. November 2011. Why assess student learning? What the measuring stick series revealed.
NILOA staff conducted a content analysis of the essays and readers’ comments. Three main findings emerged. First, general agreement does not exist as to how to define quality. In addition, who should be responsible for ensuring quality and how to measure it are unclear. In the absence of consensus on these important issues, we hope readers will use the NILOA website to continue the conversation about this important topic. And now, I offer more detail about what my analysis found.
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84. Stokes, P. August 2011. From uniformity to personalization: How to get the most out of assessment.
The potential for assessment to inform the improvement of curriculum, teaching, student performance, and institutional effectiveness has never been greater. So why aren’t our students performing better?
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85. 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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86. Truman State University. Truman State University's portfolio project.
One of Truman State's most well-developed assessment programs is the Truman Portfolio. Access to individual students portfolios are password-protected; however, rubrics (referred to as descriptors) are listed for critical thinking and writing, interdisciplinary thinking, historical analysis, and intercultural thinking and results for each of the descriptors are reported in the yearly Assessment Almanac. Included on the Portfolio page is also a FAQ list for interested faculty and students.
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87. U.S. Department of Education . Specialized Accrediting Agencies.
A list of specialized accrediting agencies that the U.S. Department of Education recognizes.
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88. University of Denver. University of Denver Portfolio Project.
According to its website, "The University of Denver Portfolio Community (DUPC) is a fully developed web-based application that supports the academic community with a searchable database of electronic portfolios for students, faculty, staff, and alumni, community discussion, academic program assessment based on student work, and an assessment rubric library." All of the documents/discussions are on a secure web server.
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89. Various. Stephen F. Austin State University Rubric Assessment Resource Page.
Examples of rubrics of both discipline-specific and college-wide outcomes are provided.
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90. Various. University of Hawai'i Manoa's rubric bank.
This page provides rubrics for different learning outcomes designated as essential for the university
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91. WICHE Cooperative for Educational Technologies (WCET). 2010. No significant difference.
This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery, with a foreword by Dr. Richard E. Clark. Previous editions of the book were provided electronically; the fifth edition is the first to be made available in print from IDECC (The International Distance Education Certification Center).
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