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Christen, Nikki; Morrow, Jennifer Ann; Polychronopoulos, Gina B.; Leaderman, Emilie Clucas – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
What professional development do assessment professionals need to succeed in higher education? To meet the rising demands in the field, assessment professionals seek ways to improve their skill sets. The current study utilized survey responses from over 200 higher education assessment professionals across the United States to assess the amount of…
Descriptors: Faculty Development, Teacher Attitudes, College Faculty, Educational Assessment
Z. Carter Berry; Karen Singer-Freeman – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
We triangulated self-assessments of learning, course grades, and course evaluations from 28 students in a general education class to examine the effects of group work and perceptions of utility on learning, investigating three hypotheses: 1) self-assessments of learning provide triangulating information that deepens interpretations of traditional…
Descriptors: General Education, Course Evaluation, Student Attitudes, Academic Achievement
Joel A. Sloan; Timothy E. Frank – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
The ability to assess oneself is important in higher education, on the job, and throughout all aspects of life. Knowledge surveys (KS) are a self-assessment tool where students rate their ability to answer a knowledge question or perform a skills task. Previous research has shown that students are accurate self-assessors compared to instructor…
Descriptors: Self Evaluation (Individuals), Undergraduate Students, Civil Engineering, Program Evaluation
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Vitaly Brazhkin; Joshua K. Strakos – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
Research on multi-attempt online assessments is sparse and inconclusive and lacks the voice of students. To help bridge the gap, this paper analyzes student survey data across multiple supply chain management classes. The results show that students prefer three attempts on quantitative assessments. The preferences do not depend on age, gender or…
Descriptors: Student Attitudes, Tests, Online Systems, Feedback (Response)
Lance K. L. Bennett; Kris Sloan; Teri L. Varner – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
This study examined the assessment needs of faculty and assessment practitioners in higher education. Sergiovanni's (2000, 2004) lifeworld-systemsworld framework (LSF) and Clandinin and Connelly's (2006) commonplaces of narrative inquiry (CNI) were the theoretical lenses to investigate this topic. Through 20 in-depth, semi-directed interviews (15…
Descriptors: Outcomes of Education, College Faculty, Higher Education, Universities
Kathy S. Kremer – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
Authentic student voice within the assessment of student learning requires meaningful student input and institutional support. Previous examinations of this topic have primarily linked student voice with two approaches: student representation and student partnership. This 2023 AALHE Conference session introduced a third approach: student…
Descriptors: Higher Education, College Students, Student Leadership, Student Participation
Laura M. Williams; Lauren Serpati; Racheal Killian; Tyson Heath – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
In a time when the value of a college degree is under continuous scrutiny and the opportunity for alternate pathways to workforce readiness is ever-increasing, ensuring high-quality credentials is imperative. However, how can we reassure our students, employers, and other stakeholders that what we offer is high quality? To answer this question, we…
Descriptors: Higher Education, Educational Quality, Educational Assessment, Integrity
Michelle Blohm – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
Effective assessment relies on comprehensive and inclusive stakeholder community building. However, developing such communities of judgement is a challenge that institutions regularly face. This argument presents faith-contextualized assessment as a powerful methodology for building robust assessment communities respecting of, and even…
Descriptors: Educational Assessment, Trust (Psychology), Institutional Mission, Diversity
Joseph Fees; Erin Perchiniak – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
This paper will highlight the work at Delaware State University, an HBCU, on experiential education projects through a Howard Hughes Medical Institute (HHMI) Inclusive Excellence grant. It focuses on assessing experiential learning curriculum in individual courses as well as evaluating student growth from research and external opportunities. It…
Descriptors: Experiential Learning, Black Colleges, Program Evaluation, Evaluation Methods
Bobbijo G. Pinnelli; Fiona H. Chrystall – Intersection: A Journal at the Intersection of Assessment and Learning, 2023
The skills required of assessment professionals are wide and varied, but research over the past decade has brought a focus on interpersonal skills as a key component of the assessment professional's toolkit. Relationship-building forms the basis of interpersonal communication with stakeholders at all levels and the assessment professional often…
Descriptors: Conferences (Gatherings), Capacity Building, Interpersonal Communication, Interpersonal Relationship
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Chintakrindi, Sriram; Jordan, Meggan; Littlepage, Erin; Wooley, Stuart; Pinedo, Christian; Duran, Maribel; Olivant, Katie – Intersection: A Journal at the Intersection of Assessment and Learning, 2022
This study examines Student Success indicators and coded themes from open-ended responses completed by first-year and senior college students at California State University, Stanislaus. The purpose of this study is to examine whether student success indicators will provide researchers with evidence-based insights into identifying best practices…
Descriptors: Academic Achievement, College Students, Teacher Student Relationship, National Surveys
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Burke Reifman, Jennifer; White, Mahalia; Kalish, Leah – Intersection: A Journal at the Intersection of Assessment and Learning, 2022
Previous research on student learning outcomes has begun to advocate for the inclusion of student researchers. To fully grasp undergraduate student perspectives of learning objectives, this study was co-created and conducted by undergraduate student researchers, allowing for an inclusive, equity-centered research model to guide our findings. We…
Descriptors: Undergraduate Students, Inclusion, Equal Education, Outcomes of Education
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Pastore, Serafina – Intersection: A Journal at the Intersection of Assessment and Learning, 2022
The present article reports a systematic review of the assessment literacy concept in the higher education field. The purpose of the review is to provide an updated overview of theory and research on this topic. Despite the recent changes in culture and practice in the higher education field, assessment literacy is frequently defined as a concept…
Descriptors: Assessment Literacy, Higher Education, Educational Quality, Educational Innovation
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Abras, Chadia; Nailos, Jennifer; Lauka, Bri; Hoshaw, Justin P.; Taylor, Jessica N. – Intersection: A Journal at the Intersection of Assessment and Learning, 2022
Co-curricular and extra-curricular activities have traditionally been part of the student's application of knowledge and skills outside the structured curriculum. Co-curricular learning, in particular, is viewed as part of the student's authentic and real-life engagement with content often directed and administered by the program of study.…
Descriptors: Extracurricular Activities, Program Evaluation, Evaluation Methods, Accreditation (Institutions)
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Carney, Elizabeth A.; Zhang, Xue; Charsha, Ashley; Taylor, Jessica N.; Hoshaw, Justin P. – Intersection: A Journal at the Intersection of Assessment and Learning, 2022
In the world of postsecondary assessment, summative practices take center stage, particularly at the program level. Formative assessment can be overlooked, for example, as institutions direct focus and effort toward fully implementing summative assessment for accreditation requirements. While summative practices are important, formative assessment…
Descriptors: Student Evaluation, Formative Evaluation, Metacognition, Student Improvement
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