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ERIC Number: EJ911623
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-1383
Closing the Assessment Loop
Banta, Trudy W.; Blaich, Charles
Change: The Magazine of Higher Learning, v43 n1 p22-27 2011
Accreditors, speakers at assessment conferences, and campus leaders all decry the fact that too few faculty are closing the loop--that is, studying assessment findings to see what improvements might be suggested and taking the appropriate steps to make them. This is difficult enough with locally developed measures; adding the need to interpret nationally standardized test scores and connect them with local programs and teaching approaches exacerbates the difficulty of the task. It is even rarer to find that the effects of making improvements on the basis of assessment findings are monitored over time to see if the desired outcomes are attained. In this article the authors describe some of the conditions that make it difficult to close the loop. They discuss the importance of faculty engagement in assessment, the difficulties created by external mandates for assessment and for testing, the challenges presented by high turnover in faculty and administrative leadership, and the need to develop realistic expectations about how long it will take to move from collecting evidence to making changes. Then, in an attempt to suggest a way of addressing these concerns, the authors introduce the concept of double-loop learning in assessment as a mechanism for increasing the likelihood that assessment will lead to improvements in learning. (Contains 1 table and 11 resources.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A