Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 0 |
| Since 2006 (last 10 years) | 7 |
| Since 1996 (last 20 years) | 8 |
Descriptor
| Educational Improvement | 8 |
| Higher Education | 6 |
| Outcomes of Education | 5 |
| Academic Achievement | 3 |
| College Faculty | 3 |
| Student Attitudes | 3 |
| Student Evaluation | 3 |
| Evaluation | 2 |
| Feedback (Response) | 2 |
| Learning Processes | 2 |
| More ▼ | |
Source
| Assessment Update | 8 |
Author
| Bennett, Bryan | 1 |
| Crawford, C. B. | 1 |
| Ebersole, Tara Eisenhauer | 1 |
| Gould, Lawrence | 1 |
| Ilk, Ozlem | 1 |
| Kramer, Philip I. | 1 |
| Kuh, George D. | 1 |
| Mills, Shala | 1 |
| Pike, Gary R. | 1 |
| Reynolds, Chantel | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 8 |
| Reports - Descriptive | 6 |
| Opinion Papers | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 7 |
| Two Year Colleges | 1 |
Audience
Showing all 8 results
Peer reviewed
Direct linkSmith, Don Noel – Assessment Update, 2009
The assessment movement in higher education is now into its fourth decade. Although real and worthy progress is certainly evident to those who have been in the teaching profession at least that long, the changes remain largely superficial. Well-intentioned mandates have received respectful accommodation. At the institutional level, teachers have…
Descriptors: Higher Education, Teaching (Occupation), Student Evaluation, Academic Freedom
Mills, Shala; Bennett, Bryan; Crawford, C. B.; Gould, Lawrence – Assessment Update, 2009
A call to engagement at Fort Hays State University (FHSU) led to significant curricular and assessment changes in the university's Department of Political Science. The university unveiled the Year of the Department (YOTD) as "an ongoing strategic initiative for orchestrating change and aligning people, systems and culture at the basic unit level…
Descriptors: Feedback (Response), Political Science, Methods, Teaching Methods
Kramer, Philip I. – Assessment Update, 2009
Many college faculty react to student outcomes assessment the way most people react when they see a rattlesnake within striking distance. Common faculty reactions to the perceived threat of assessment include metaphorically running away and throwing rocks or sticks at it. Like a hiker in the desert doing her best to avoid being struck when she…
Descriptors: College Outcomes Assessment, College Faculty, Higher Education, Accountability
Assessment Measures: Assessing Program Outcomes in the Absence of Random Selection for Participation
Pike, Gary R. – Assessment Update, 2009
Over the last twenty years, colleges and universities have invested considerable effort and resources in programs that are designed to improve undergraduate learning and enhance student success. These programs range from first-year seminars and learning communities to service-learning programs and capstone courses. Given the costs associated with…
Descriptors: Program Effectiveness, Participation, Colleges, Universities
Ebersole, Tara Eisenhauer – Assessment Update, 2009
It is critical to a successful assessment process that faculty play an active role in the development and administration of assessment programs. That process requires a good deal of consensus among faculty members. Once outcomes and an instrument have been decided on and data collected, the faculty must also agree on a course of action to improve…
Descriptors: Student Evaluation, Time Management, Program Effectiveness, Faculty
Reynolds, Chantel – Assessment Update, 2007
Like many institutions, Santa Fe Community College (SFCC) has struggled to move beyond anecdotal sketches of student experiences to a more detailed picture of student engagement supported by methodically and systematically collected quantitative data. In 2004, as part of its ongoing commitment to data-informed or data-based decision making, the…
Descriptors: Community Colleges, College Governing Councils, Department Heads, Educational Change
Ilk, Ozlem – Assessment Update, 2007
The most powerful single modification that enhances achievement is feedback. Feedback can be achieved through the use of classroom assessment techniques (CATs). CATs are designed to provide both faculty and students with the feedback necessary to increase the quality of teaching and learning throughout the semester (Angelo and Cross, 1993). CATs…
Descriptors: College Instruction, Student Evaluation, Feedback (Response), Teaching Methods
Kuh, George D. – Assessment Update, 2005
Student engagement measures make valuable contributions to an institution's assessment program. Combined with other relevant information, such data help to tie together what students and institutions do, student outcomes, and other indicators of institutional performance. The results can be used in a variety of ways, from comparing student…
Descriptors: Student Attitudes, Time on Task, Learning Processes, Student Experience
