Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples

Autor/inn/en	Judd, Thomas P.; Pondish, Christopher; Secolsky, Charles
Titel	Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples
Quelle	In: Research in Higher Education Journal, 20 (2013), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Benchmarking; Case Studies; Outcome Measures; Academic Achievement; Criterion Referenced Tests; Norm Referenced Tests; Academic Standards; Scoring Rubrics; Mathematics Achievement; Educational Practices; Decision Making; Educational Administration; Higher Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schulleistung; Scoring formulas; Auswertungsbogen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Decision-making; Entscheidungsfindung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are criterion-oriented and not comparative, then benchmarking can take place with respect to institutional standards or competencies. Another form of intra-institutional benchmarking, known as normative assessment, can occur when students from different majors are compared with respect to common core skill areas. Both types of the intra-institutional "contexts" for benchmarking, criterion-oriented or normative, depend on the mission-related institutional standards of performance. Issues identified relate to the potential for inappropriate or invalid inferences being made from outcomes assessment results using rubrics and baselines due to a lack of validity, primarily as a result of what might still be proper statistical applications. Benchmarking is important to educational decision-making processes. Yet, more thought is needed on how human judgment surrounding the benchmarking process influences the validity of curricular decisions and relationships to student learning outcomes. Offered is an in-depth understanding of benchmarking types and how to further their uses with student learning outcomes. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01