Exemplars of Assessment in Higher Education
Diverse Approaches to Addressing Accreditation Standards
Jane Marie Souza, Tara A. Rose, Jane Marie Souza, Tara A. Rose
- 336 «pägés»
- English
- «éPÜB (möbïlé fřïéñdly) Ñ ω É»
- «Äväïläblé öñ ïÖS & Äñdřöïd Ü ü Ä»
Exemplars of Assessment in Higher Education
Diverse Approaches to Addressing Accreditation Standards
Jane Marie Souza, Tara A. Rose, Jane Marie Souza, Tara A. Rose
«Äböüt Thïs Böök ö ñ»
Co-published with "While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation."
– from the foreword by Heather Perfetti, President of the Middle States Commission on Higher Education
Colleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in the U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.
The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.
This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.