Addresses policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning. Then describes a design structure for applying outcomes assessment that addresses factors under the control of the instructor that affect students' learning. (EV)

Describes the plan being implemented at Northern Illinois University to assess its multicultural initiatives. Discusses findings from the assessment and recommendations for improving the initiatives. (EV)

Evaluated the Urban Learning (ULRN) program at California State University, Los Angeles, which combines undergraduate and teaching credential programs to address the state's shortage of credentialed teachers. Found that ULRN students exhibited higher motivation to learn and took fuller course loads compared to other undergraduates; compared to…

Explains the rationale underlying the State University of New York (SUNY) Assessment Initiative (a systemwide assessment of general education and academic majors), describes specific procedures and processes involved in implementation, and provides a preliminary report on its status. (EV)

Asserting a discrepancy between the stated aims and actual pedagogic processes of British universities, offers a solution to the problem of student assessment: Taras' (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and what is known about student learning. (EV)

Discusses shortcomings in both cognitive- and competency-based assessment approaches to art learning. Asserts that they fail on a number of fronts to reflect the full extent of art and how it operates. Questions the degree of accuracy that these assessment approaches can achieve when considering art education. (EV)

Examined changes in students' group skills before and after employer feedback and in students receiving and not receiving feedback, and the relationship between skill level and performance on the assignment. Experience with employer-observed group work increased students' self-rating of their skills; teams with a good knowledge of team processes…

Analysis of three years of student records revealed a marginal disadvantage in academic performance for students entering the University of Newcastle via three different non-traditional enabling programs (findings differed by program), but a positive effect on academic performance of mature age on entry. (EV)

Information obtained from department heads as well as from staff highlight the difficulties of heads who have to make evaluative statements on departmental staff that may further or slow down their career. Heads may have positional authority, but academic conventions often prevent heads from exercising it. (Author/MLW)