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Assessing Student Learning in Higher Education

Assessing Student Learning in Higher Education Author George A Brown
ISBN-10 9781136183416
Release 2013-10-14
Pages 336
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There is no doubt about the importance of assessment: it defines what students regard as important, how they spend their time and how they come to see themselves - it is a necessary part of helping them to learn. This text provides background research on different aspects of assessment. Its purpose is to help lecturers to refresh their approach to the assessment of student learning. It explores the nature of conventional assessment such as essays and projects, and also considers less widely used approaches such as self- and peer-assessment. There are also chapters devoted to the use of IT, the role of external examiners and the introduction of different forms of assessment. With guidelines, suggestions, examples of practice and activities, this book will become a springboard for action, discussion and even more active learning.



Assessing Student Learning Outcomes in Higher Education

Assessing Student Learning Outcomes in Higher Education Author Olga Zlatkin-Troitschanskaia
ISBN-10 081536587X
Release 2017-11-22
Pages 152
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This book examines important advances and offers a realistic image of the state of the art in student learning outcomes assessment in higher education--a field close to the core of nearly every higher education institution. Producing sound information on what students know and can do is critical to higher education practitioners and future social prosperity. Spanning international, national and institutional developments, the book presents methodological and empirical insights, highlights research challenges, and showcases the enormous progress made in recent years. The book will be of interest to researchers in education assessment and neighbouring fields, and stakeholders like institutional leaders, teachers and graduate employers looking for better insight on returns, governments searching for information to assist with funding and regulation, and members of the public wanting more clarity about outcomes and public investment. This book was originally published as a special issue of Assessment & Evaluation in Higher Education.



Assessing Student Learning

Assessing Student Learning Author Linda Suskie
ISBN-10 9781119426929
Release 2018-01-09
Pages 408
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Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.



Using Evidence of Student Learning to Improve Higher Education

Using Evidence of Student Learning to Improve Higher Education Author George D. Kuh
ISBN-10 9781118903391
Release 2015-01-20
Pages 368
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American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Assessment Evidence to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Assessment Evidence to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.



Planning and Assessment in Higher Education

Planning and Assessment in Higher Education Author Michael F. Middaugh
ISBN-10 9781118045527
Release 2011-01-25
Pages 256
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In this era of increasing pressure on higher education institutions for accountability, Planning and Assessment in Higher Education is an essential resource for college and university leaders and staff charged with the task of providing evidence of institutional effectiveness. Michael F. Middaugh, a noted expert in the field, shows how colleges and universities can successfully measure student learning and institutional effectiveness and use these results to create more efficient communications with both internal and external constituencies as well as promote institutional effectiveness to support student learning. "How can the assessment of institutional effectiveness be used to provide a solid foundation for planning? Middaugh has crafted a comprehensive, practical guide that also explains what accrediting agencies really want and need to know about these topics." —Elizabeth H. Sibolski, executive vice president, Middle States Commission on Higher Education "Only Michael Middaugh, the unquestioned national leader in this field, could write such a lucid overview of how to make institutional assessment and planning really work as a tool rather than as a tedious requirement. He helped invent and shape the focus of national assessment rubrics and now offers his insights into how to make them work for your institution." —John C. Cavanaugh, chancellor, Pennsylvania State System of Higher Education "Middaugh provides extremely helpful and practical guidance and insights on how colleges and universities can use assessment tools and frameworks to improve both academic programs and administrative operations. A valuable and timely book for all higher education leaders." —James P. Honan, senior lecturer on education, Harvard Graduate School of Education



Assessing Academic Programs in Higher Education

Assessing Academic Programs in Higher Education Author Mary J. Allen
ISBN-10 UVA:X004744365
Release 2003-12-15
Pages 193
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Higher education professionals have moved from teaching- to learning-centered models for designing and assessing courses and curricula. Faculty work collaboratively to identify learning objectives and assessment strategies, set standards, design effective curricula and courses, assess the impact of their efforts on student learning, reflect on results, and implement appropriate changes to increase student learning. Assessment is an integral component of this learner-centered approach, and it involves the use of empirical data to refine programs and improve student learning. Based on the author's extensive experience conducting assessment training workshops, this book is an expansion of a workshop/consultation guide that has been used to provide assessment training to thousands of busy professionals. Assessing Academic Programs in Higher Education provides a comprehensive introduction to planning and implementing the assessment of college and university academic programs. Written for college and university administrators, assessment officers, department chairs, and faculty who are involved in developing and implementing assessment programs, this book is a realistic, pragmatic guide for developing and implementing meaningful, manageable, and sustainable assessment programs that focus faculty attention on student learning. This book will: * Guide readers through all steps in the assessment process * Provide a balanced review of the full array of assessment strategies * Explain how assessment is a crucial component of the teaching and learning process * Provide examples of successful studies that can be easily adapted * Summarize key assessment terms in an end-of-book glossary



Assessing for Learning

Assessing for Learning Author Peggy Maki
ISBN-10 1579220886
Release 2004-01
Pages 204
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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 refined through hundreds of successful workshops. She presents extensive examples of processes, strategies and campus practices, as well as key resources, guides, worksheets, and exercises - to assist all stakeholders in the institution to develop and sustain assessment of student learning as an integral and systematic core institutional process. This book sets the assessment of learning within the twin contexts of: the level of a program, department, division, or school within an institution; and the level of an institution, based on its mission statement, educational philosophy, and educational objectives. Each chapter explores ways to position assessment within program- and institutional-level processes, decisions, structures, practices, and channels of communication. Here is a process that any campus can adapt and use to engage all its constituencies - institutional leaders, faculty, staff, administrators, students and those in governance - constructively to forge a vision and commitment to action.



Assessing Student Competence in Accredited Disciplines

Assessing Student Competence in Accredited Disciplines Author Catherine A. Palomba
ISBN-10 1579220347
Release 2001
Pages 293
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How do accreditors encourage attention to the assessment of student learning? How do faculty on the campuses respond to these actions by accreditors? What can we learn from the accredited disciplines about defining learning outcomes, promoting thoughtful campus planning for assessment, and improving student competence? Specialized accrediting bodies stand at the forefront of the assessment movement in higher education and exert important influences on program and institutional assessment and improvement. The academic programs these bodies approve are frequently among the first on a campus to consider ways to assess student competence. This book focuses on their approaches to assessment. The book opens with two foundation chapters. The first examines the concept of student competence and reviews the historical and political contexts in which assessment takes place. The second reviews best practices in carrying out assessment, including the important roles of faculty development and assessment leadership. Case studies then describe how faculty in eight professionally oriented disciplines have developed and practiced assessment on their campuses and the lessons these faculty offer to colleagues in their own and other disciplines. The book concludes with chapters on the use of authentic assessment within several disciplines on a single university campus; on the British quality assurance movement; and with a review of the lessons, issues, and challenges that are common across disciplines. The stories and examples presented in this book covering issues as diverse as faculty and student involvement, the role of outside stakeholders, and balancing external guidance and institutional autonomy-will provide immediate practical guidance for faculty and administrators active in assessment regardless of their discipline.



Enhancing Assessment in Higher Education

Enhancing Assessment in Higher Education Author Tammie Cumming
ISBN-10 9781620363706
Release 2017-10-30
Pages 224
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Co-published with AIR. img alt="" src="https://www.presswarehouse.com/sites/stylus/images/airlogo1.jpg" Published in association with AAC&U img alt="" src="https://www.presswarehouse.com/sites/stylus/images/AACUlogo.jpg" Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment. This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they need to increase student learning by making changes in policies, curricula, and other programs. The book is divided into three sections: overview, assessment in higher education, and case studies. The central section looks at direct and indirect measures of student learning, and how to assure the validity, reliability, and fairness of both types. The first six chapters (the first two sections) alternate chapters written by experts in assessment in higher education and experts in psychometrics. The remaining three chapters are applications of assessment practices in three higher education institutions. Finally, the book includes a glossary of key terms in the field.



Assessment of Learning Outcomes in Higher Education

Assessment of Learning Outcomes in Higher Education Author Olga Zlatkin-Troitschanskaia
ISBN-10 9783319743387
Release 2018-03-22
Pages 308
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This book offers a comprehensive overview of current, innovative approaches to assessing generic and domain-specific learning outcomes in higher education at both national and international levels. It discusses the most significant initiatives over the past decade to develop objective, valid, and reliable assessment tools and presents state-of-the-art procedures to adapt and validate them for use in other countries. The authors highlight key conceptual and methodological challenges connected with intra-national and cross-national assessment of learning outcomes in higher education; introduce novel approaches to improving assessment, evaluation, testing, and measurement practices; and offer exemplary implementation frameworks. Further, they examine the results of and lessons learned from various recent, world-renowned research programs and feasibility studies, and present results from their own studies to provide new insights into how to draw valid conclusions about learning outcomes achieved in various contexts.



Handbook on Measurement Assessment and Evaluation in Higher Education

Handbook on Measurement  Assessment  and Evaluation in Higher Education Author Charles Secolsky
ISBN-10 9781317485537
Release 2017-07-31
Pages 738
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Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and advances in the fields of measurement, assessment, and evaluation. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application. Bringing together terminology, analytical perspectives, and methodological advances, this second edition facilitates informed decision-making while connecting the latest thinking in these methodological areas with actual practice in higher education. In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices, with guidance on how to apply these ideas for the benefit of students and institutions.



Developing Effective Assessment In Higher Education A Practical Guide

Developing Effective Assessment In Higher Education  A Practical Guide Author Bloxham, Sue
ISBN-10 9780335221073
Release 2007-10-01
Pages 260
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Provides comprehensive practical guidance on managing and improving assessment within higher education.



Assessment for Learning in Higher Education

Assessment for Learning in Higher Education Author Knight, Peter
ISBN-10 9781136352751
Release 2012-12-06
Pages 192
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Combining a range of case studies with theoretical research, this volume analyzes current developments and best practice. The contributors discuss innovative approaches in assessment, peer assessment, the NCVQ model, the positive side of assessment, staff training for assessment, and much more.



Formative Assessment Learning Data Analytics and Gamification

Formative Assessment  Learning Data Analytics and Gamification Author Santi Caballé
ISBN-10 9780128036679
Release 2016-05-10
Pages 382
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Formative Assessment, Learning Data Analytics and Gamification: An ICT Education discusses the challenges associated with assessing student progress given the explosion of e-learning environments, such as MOOCs and online courses that incorporate activities such as design and modeling. This book shows educators how to effectively garner intelligent data from online educational environments that combine assessment and gamification. This data, when used effectively, can have a positive impact on learning environments and be used for building learner profiles, community building, and as a tactic to create a collaborative team. Using numerous illustrative examples and theoretical and practical results, leading international experts discuss application of automatic techniques for e-assessment of learning activities, methods to collect, analyze, and correctly visualize learning data in educational environments, applications, benefits and challenges of using gamification techniques in academic contexts, and solutions and strategies for increasing student participation and performance. Indexing: The books of this series are submitted to EI-Compendex and SCOPUS Discusses application of automatic techniques for e-assessment of learning activities Presents strategies to provide immediate and useful feedback on students’ activities Provides methods to collect, analyze, and correctly visualize learning data in educational environments Explains the applications, benefits, and challenges of using gamification techniques in academic contexts Offers solutions to increase students’ participation and performance while lowering drop-out rates and retention levels



Coordinating Student Affairs Divisional Assessment

Coordinating Student Affairs Divisional Assessment Author Erin Bentrim
ISBN-10 9781620363300
Release 2016-01-11
Pages 176
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Co-published with ACPA, College Student Educators International and NASPA, The National Association of Student Personnel Administrators, Inc. img width="118" height="50" src="/sites/stylus/images/imgACPA.jpg" img width="118" height="40" src="/sites/stylus/images/imgNASPA.jpg" The need for the new role of student affairs assessment coordinator has emerged in response to the increasing demand for outcomes information, the proliferation of data, and the recognition that coordinating this work within divisions is of paramount importance. For those taking on this role, this book constitutes a practical guide to leading and implementing an assessment program – whether doing so full- or part-time, as an individual or in a multi-person office, or whether reporting to or being in positional leadership. Recognizing that this function that is new to student affairs, and that those who take it on frequently find themselves in an in-between world, being both embedded with, but also distinct from, their divisional colleagues, this book first addresses the common challenges and issues related to defining and implementing the role and cultivating a culture of assessment. It then deals with the practicalities of creating systems and structures; developing assessment skills throughout the organization; and creating an integrated model for measuring progress towards strategic planning goals, and for informing decision-making and resource allocation. The book concludes with guidance on leading and maintaining ethical standards related to data collection, storage and sharing for the division, and on navigating the dynamic political environment that assessment professionals will encounter.



Assessing Student Learning in the Community and Two Year College

Assessing Student Learning in the Community and Two Year College Author Megan Moore Gardner
ISBN-10 1579229115
Release 2013
Pages 216
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"Moving from a strong conceptual framework to implementation of assessment of student learning outcomes, the authors guide community college faculty, student services and assessment professionals through a variety of rational and workable approaches. This book is about empowering educators with practical, tested activities that help community colleges design and put in to action a system of assessment that provides evidence-based outcome information. This book is a must have resource for any community college professional engaged in assessment of student learning."--Brad C. Phillips, Ph.D., President/CEO, Institute for Evidence-Based Change This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection. The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.



Assessing Learners in Higher Education

Assessing Learners in Higher Education Author Brown, Sally
ISBN-10 9781136351631
Release 2012-12-06
Pages 164
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This study examines the factors influencing the changes in teaching assessment at the higher education level and studies the range of techniques and methods available to the assessor. It evaluates the effectiveness of certain methods and discusses their implementation.