Download or read book The Art Science of Assessing General Education Outcomes written by Andrea Leskes and published by . This book was released on 2005 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The contemporary context -- An introduction to the assessment process -- Assessment, step-by-step -- Ten tips for better assessment -- The public interest in liberal learning -- Assessment methods close-up.
Download or read book Assessing Complex General Education Student Learning Outcomes written by Jeremy D. Penn and published by John Wiley & Sons. This book was released on 2011-03-29 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: A valuable source of clear, simple guidance on how to assess general education student learning outcomes Based on an exhaustive review of the scholarship, as well as the input of numerous academics at learning institutions around the country, this volume in the acclaimed New Directions for Institutional Research series provides faculty members and assessment teams with the tools they need to assess general education student learning outcomes While Part 1 provides a broad overview of the subject, Part 2 delves into the six key general education learning outcomes, namely, critical thinking, quantitative reasoning, intercultural competence, teamwork, civic knowledge and engagement, and integrative and applied learning.
Download or read book Assessing Student Learning Outcomes in Higher Education written by Hamish Coates and published by Routledge. This book was released on 2018-12-07 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Assessing Student Achievement in General Education written by Trudy W. Banta and published by John Wiley & Sons. This book was released on 2007-02-26 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standardized tests have been cyclically resurrected as assessment tools and repeatedly found wanting. This new issue looks at the broad range of skills; effective writing, information literacy, critical/analytical thinking, moral awareness, general communication ability, and more; desired in college graduates and explores the difficulties in designing successful measures of general education learning outcomes that satisfy all stakeholders. Click here to view all five installments of Trudy Banta's Assessment Update Collections.
Download or read book Assessing Student Learning in General Education written by Marilee J. Bresciani and published by Jossey-Bass. This book was released on 2007-05-18 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Of good practice strategies for assessing general education -- Marilee J. Bresciani.
Download or read book Assessing General Education Outcomes for the Individual Student written by Judeen Schulte and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Integration of the Humanities and Arts with Sciences Engineering and Medicine in Higher Education written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2018-06-21 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
Download or read book Assessing General Education Outcomes for the Individual Student written by Judeen Schulte and published by . This book was released on 1994 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook on Measurement Assessment and Evaluation in Higher Education written by Charles Secolsky and published by Routledge. This book was released on 2017-07-31 with total page 738 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices in the fields of measurement, assessment, and evaluation, with guidance on how to apply these ideas for the benefit of students and institutions. 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. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application.
Download or read book General Education Assessment for Improvement of Student Academic Achievement written by James Oliver Nichols and published by Agathon Press. This book was released on 2001 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This monograph focuses on general education, the one common curricular component that most institutions of higher learning share at the undergraduate level. Also known as the "core curriculum," this uniquely American curricular form is among the common interests of regional accreditation associations throughout the United States. In publicly financed institutions, it is also the area most likely to be the subject of "assessment for accountability" efforts by the public and their representatives. The monograph is user-oriented like the others in the series. Specific examples of models of general education assessment activities (through use of results to improve student learning) are provided for a comprehensive community college, a major state university, and a private college. Users are encouraged to adjust and adapt the models described to best meet their institutional circumstances and culture.
Download or read book Assessing Complex General Education Student Learning Outcomes written by Jeremy D. Penn and published by Jossey-Bass. This book was released on 2011-03-29 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: A valuable source of clear, simple guidance on how to assess general education student learning outcomes Based on an exhaustive review of the scholarship, as well as the input of numerous academics at learning institutions around the country, this volume in the acclaimed New Directions for Institutional Research series provides faculty members and assessment teams with the tools they need to assess general education student learning outcomes While Part 1 provides a broad overview of the subject, Part 2 delves into the six key general education learning outcomes, namely, critical thinking, quantitative reasoning, intercultural competence, teamwork, civic knowledge and engagement, and integrative and applied learning.
Download or read book Realizing General Education Reconsidering Conceptions and Renewing Practice written by Cynthia A. Wells and published by John Wiley & Sons. This book was released on 2015-12-30 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: General education is widely touted as an enduring distinctive of higher education, but what do we actually mean by general education? Differing perspectives not only make it challenging to consider its significance, but also open it up to a wide range of determinations regarding its effectiveness. This volume aims to sharpen understanding of the complex picture of general education by: describing how various conceptions of general education evolved historically, identifying various functions expected of general education in the contemporary context, and pointing out the educational practices that fulfill general education’s aims in the current context. The conceptions of, and aspirations for, general education are consequential. This volume disentangles the divergent conceptions that hinder its renewal and considers the range of avenues for realizing its effectiveness. This is the second issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Assessing and Improving Student Writing in College written by Barbara E. Walvoord and published by John Wiley & Sons. This book was released on 2014-07-07 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Step-by-step guidance for shaping better writers while keeping faculty workloads manageable Effective communication is a critical skill for many academic disciplines and careers, and so colleges and universities and their faculty members are rightfully committed to improving student writing across the curriculum. Guiding and assessing student writing in classrooms, general education, and departments takes knowledge, planning, and persistence, but it can be done effectively and efficiently. Written in the concise, accessible style Barbara Walvoord is known for, Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms offers administrators, program chairs, general education leaders, and classroom instructors the guidance they need. The book provides concrete suggestions for how to: Articulate goals for student writing Measure student writing Improve student writing Document that improvement The book begins by addressing four basic concepts: what we mean by writing, what we mean by "good" writing, how students learn to write, and the purposes of assessment. Next, Walvoord explains the various approaches and methods for assessing writing, urging a combination of them adapted to the institution's purposes and political context. After this introduction, successive chapters offer realistic, practical advice to institution-wide and general education leaders, department members, and classroom instructors. Walvoord addresses issues such as how to engage faculty, how to use rubrics, how to aggregate assessment information at the department and institutional levels, and how to report assessment information to accreditors. The chapter for classroom instructors offers practical suggestions: how to add more writing to a course without substantially increasing the grading load; how to construct writing assignments, how to make grading and responding more effective and time-efficient, how to address grammar and punctuation, and how to support students whose native language is not English. The book also includes four helpful appendices: a taxonomy of Writing Across the Curriculum (WAC) and Writing in the Disciplines (WID) programs; sample outlines for faculty development workshops; a student survey on teaching methods instructors can use to inform their choices in the classroom; and a student self-check cover sheet designed to help students take ownership of their own learning and responsibility for turning in complete, correct assignments. Practical, step-by-step guidance for each point in the assessment and improvement process creates a cohesive, institution-wide system that keeps students, faculty, and administrators on the same page.
Download or read book Applying Anthropology to General Education written by Jennifer R. Wies and published by Routledge. This book was released on 2022-03-30 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current higher education policy and practice landscape is simultane-ously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of re-imagining general education for the 21st century and how faculty, teach-ers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come. Included are analyses of general education concepts such as "diversity," case studies of general education and con-necting curricula, opportunities for faculty development, unique general education student populations, assessment strategies, and philosophical/ pedagogical challenges. Contributors make the case that far from receding from a central role in higher education, there is a need to strengthen general education curricula as key to the educational needs of students, for the skills and competencies they require in the workplace and for civic engagement.
Download or read book Handbook of Research on Assessment Technologies Methods and Applications in Higher Education written by Schreiner, Christopher S. and published by IGI Global. This book was released on 2009-05-31 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This research publication accommodates in-depth studies that elucidate both the prospects and problems of learning assessment in higher education"--Provided by publisher.
Download or read book Assessing Student Learning written by Linda Suskie and published by John Wiley & Sons. This book was released on 2010-07-30 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making.
Download or read book Assessing for Learning written by Peggy L. Maki and published by Taylor & Francis. This book was released on 2023-07-03 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. This book espouses the latter philosophy—what Peggy Maki sees as an integrated and authentic approach to providing evidence of student learning based on the work that students produce along the chronology of their learning. She believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions, as students do not all start at the same place in their learning. Students also need the tools to assess their own progress. In addition to updating and expanding the contents of her first edition to reflect changes in assessment practices and developments over the last seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning, Maki focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. Recognizing that assessment is not initially a linear start-up process or even necessarily sequential, and recognizing that institutions develop processes appropriate for their mission and culture, this book does not take a prescriptive or formulaic approach to building this commitment. What it does present is a framework, with examples of processes and strategies, to assist faculty, staff, administrators, and campus leaders to develop a sustainable and shared core institutional process that deepens inquiry into what and how students learn to identify and improve patterns of weakness that inhibit learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning. Each chapter also concludes with (1) an Additional Resources section that includes references to meta-sites with further resources, so users can pursue particular issues in greater depth and detail and (2) worksheets, guides, and exercises designed to build collaborative ownership of assessment.The second edition now covers: * Strategies to connect students to an institution’s or a program’s assessment commitment* Description of the components of a comprehensive institutional commitment that engages the institution, educators, and students--all as learners* Expanded coverage of direct and indirect assessment methods, including technology-enabled methods that engage students in the process* New case studies and campus examples covering undergraduate, graduate education, and the co-curriculum* New chapter with case studies that presents a framework for a backward designed problem-based assessment process, anchored in answering open-ended research or study questions that lead to improving pedagogy and educational practices* Integration of developments across professional, scholarly, and accrediting bodies, and disciplinary organizations* Descriptions and illustrations of assessment management systems* Additional examples, exercises, guides and worksheets that align with new content
