Outcomes Assessment in Higher Education as a Scientific/Intellectual Movement: Implications for Political Science

Autor/in	McClellan, E. Fletcher
Titel	Outcomes Assessment in Higher Education as a Scientific/Intellectual Movement: Implications for Political Science
Quelle	In: Journal of Political Science Education, 17 (2021), S.717-723 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1854772
Schlagwörter	College Outcomes Assessment; Political Science; Higher Education; Educational Change; Evaluation Utilization + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform
Abstract	Political science is deeply but reluctantly involved in learning outcomes assessment. A 2013 survey reveals that political science departments are using assessment data strategically to satisfy mandates and obtain resources. By applying criteria developed by Frickel and Gross, outcomes assessment in higher education can be understood as an example of a scientific/intellectual movement, providing insight on what strategies political scientists can use to advance their interests. The durability of the assessment movement can be attributed to support from (1) major institutional actors, including governments, accreditors, foundations, and higher education advocacy groups; (2) practitioners who conduct assessment; and (3) researchers involved in the scholarship of assessment, which includes political scientists. However, full acceptance of assessment activities is hampered by competing frames: improvement of teaching and learning (generally supported by academics) and accountability for results (the concern of external stakeholders). Political science departments and the discipline can advocate for their interests more effectively by providing assessment data on student learning for internal purposes and on student postgraduate success for external stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01