Assessment That Matters: Trending toward Practices That Document Authentic Student Learning

Autor/inn/en	Jankowski, Natasha A.; Timmer, Jennifer D.; Kinzie, Jillian; Kuh, George D.
Institution	National Institute for Learning Outcomes Assessment
Titel	Assessment That Matters: Trending toward Practices That Document Authentic Student Learning
Quelle	(2018), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; Evaluation Methods; Educational Assessment; Higher Education; College Administration; Administrators; Performance Based Assessment; Teaching Methods; Thinking Skills; Problem Solving; Relevance (Education); Inquiry; Information Dissemination; Undergraduate Students; Alignment (Education); Learning; College Faculty; Teacher Role; Accreditation (Institutions); Educational Change; Educational Technology; Technology Uses in Education; Selective Admission; Institutional Characteristics; Administrator Role; Professional Development + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; College administrators; Hochschulverwaltung; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Problemlösen; Relevance; Relevanz; Informationsverbreitung; Lernen; Fakultät; Lehrerrolle; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Bildungsreform; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsselektion
Abstract	Over the past decade, the National Institute for Learning Outcomes Assessment (NILOA) has been documenting what colleges and universities are doing to gather evidence about student learning and helping institutions to productively use assessment data to strengthen undergraduate education. NILOA also has been monitoring how institutions communicate with policy makers, families, and others about their efforts to enhance student learning and institutional effectiveness. One mechanism utilized to understand the landscape of assessment practices in United States higher education has been national surveys of senior academic leaders about what is being done to measure student learning outcomes and how results are used to improve teaching and learning. This report summarizes the findings from NILOA's third and most recent survey which was conducted in 2017. It is based on data collected from provosts between April and September 2017. The sample included provosts/chief academic officers (or their designees) at 2,781 regionally accredited, undergraduate degree-granting institutions. The questionnaire was completed by representatives of 811 institutions for a response rate of 29%. Nearly 80% of the survey respondents were from within the office of the provost, with the remainder of the surveys completed by those responsible for assessment within the institution. Appendix A contains additional information about the sample and data analysis. The 2017 questionnaire asked respondents about institution-level assessment, repeating many questions from the first and second survey efforts on assessment methods, uses, drivers of assessment practice, availability of assessment information, while adding a few new questions about initiatives to improve student learning. (ERIC).
Anmerkungen	National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01