ERIC Number: EJ1137991
Record Type: Journal
Publication Date: 2017
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2161-4210
EISSN: N/A
Return of the Pig: Standards for Learning Improvement
Fulcher, Keston H.; Smith, Kristen L.; Sanchez, Elizabeth R. H.; Ames, Allison J.; Meixner, Cara
Research & Practice in Assessment, v11 p10-40 2017
Higher education has made impressive progress concerning student learning outcomes assessment practices. Yet--despite the assumption that better assessment would lead to better student learning--few examples of demonstrable student learning improvement exist at the academic degree or university levels. In 2014 Fulcher, Good, Coleman, and Smith addressed this concern in a NILOA Occasional Paper titled, "A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig". The "pig paper" elucidated basic steps for improvement: collect baseline data, intervene effectively with curriculum and pedagogy, and then re-assess to examine if learning did indeed improve. The current paper builds upon these steps by offering standards for learning improvement. We articulate these standards via a rubric and a hypothetical learning improvement report. These tools are intended to elevate learning improvement conversations, and increase the number of learning improvement examples across higher education.
Descriptors: Academic Standards, Educational Improvement, Best Practices, Student Evaluation, Scoring Rubrics, Teacher Participation, Measurement Objectives, Measurement Techniques, Data Collection, Curriculum Evaluation, Relevance (Education), Intervention, Scheduling, Program Effectiveness, Improvement Programs, Higher Education, Student Improvement
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A