A More Efficient Path to Learning Improvement: Using Repositories of Effectiveness Studies to Guide Evidence-Informed Programming

Autor/inn/en	Finney, Sara J.; Buchanan, Holly A.
Titel	A More Efficient Path to Learning Improvement: Using Repositories of Effectiveness Studies to Guide Evidence-Informed Programming
Quelle	In: Research & Practice in Assessment, 16 (2021) 1, S.36-48 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Evidence Based Practice; Clearinghouses; Educational Research; Higher Education; Educational Improvement + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung
Abstract	Identifying evidence-informed programming (e.g., strategies, activities, pedagogies) facilitates both the intentional offering of programming that should "work" and the use of the outcomes assessment process to evaluate program effectiveness. Evidence-informed programming is more efficient than unsupported programming because the programming is more likely to improve learning and development. Thus, faculty and student affairs professionals require fewer iterations of the assessment cycle to inform programming changes in order to achieve desired outcomes. To help locate evidence-informed programming, we describe systematic review repositories (e.g., "Campbell Collaboration," "What Works Clearinghouse") that synthesize high-quality research to identify "what works". We share a tool we created that organizes relevant systematic review repositories and other collections of evidence of effectiveness, providing numerous examples of evidence-informed programming pertinent to higher education. These resources aid faculty and student affairs professionals in achieving their ethical obligation to engage students in effective learning and development experiences. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01