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Wood, Susan – National Institute for Learning Outcomes Assessment, 2021
If assessment is about improving learning and facilitating better teaching through research and helping students learn what higher education purports to value, then the often-invisible institutional barriers that do not always embrace the ways in which classroom assessment can teach an institution about student learning within individual…
Descriptors: Writing Evaluation, Basic Writing, College Students, Writing Attitudes
Jankowski, Natasha – National Institute for Learning Outcomes Assessment, 2021
In the field of education, we bump constantly into buzzwords, pass unclear phrases in the hall, and greet acronyms as good friends. Yet rarely is it that we unpack or critically examine what is meant when phrases are uttered. What does it actually "mean" to "enhance institutional effectiveness"? To "foster synergy"?…
Descriptors: Evidence Based Practice, Story Telling, Educational Assessment, Student Evaluation
Hong, Rebecca C.; Moloney, Kara – National Institute for Learning Outcomes Assessment, 2020
The United States is in a period of reckoning from which institutions of higher education are not exempt. Rather, we exist at the intersection of the chaos wrought by the novel coronavirus and the spread of outrage about systemic racism beyond Black, Indigenous, and People of Color (BIPoC) communities. The resulting almost universal sense of loss…
Descriptors: College Students, College Outcomes Assessment, Systems Approach, Student Evaluation
Muller, Kristyn; Gradel, Kathleen; Deane, Susan; Forte, Michele; McCabe, Ryan; Pickett, Alexandra M.; Piorkowski, Rob; Scalzo, Kim; Sullivan, Rachel – National Institute for Learning Outcomes Assessment, 2019
Online education can be leveraged to help current students complete their degrees and to attract new students. While online learning is not new, in recent years, it has been moving away from the periphery of higher education and becoming a central component of institutional strategies for increasing student enrollment, retention, and completion.…
Descriptors: Electronic Learning, Online Courses, Student Evaluation, Higher Education
Harrison, Jennifer M.; Braxton, Sherri N. – National Institute for Learning Outcomes Assessment, 2018
In this paper, we explore how assessment technologies can support college and university assessment processes at multiple levels. Our goal is to help you think through your institutional assessment culture and processes, so you can identify tools that support your institution's approach to assessment. Multiple software systems can offer…
Descriptors: Educational Technology, Technology Uses in Education, Evaluation Methods, Student Evaluation
Kuh, George D.; Gambino, Laura M.; Bresciani Ludvik, Marilee; O'Donnell, Ken – National Institute for Learning Outcomes Assessment, 2018
There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Educational Practices, Cognitive Style
Gaston, Paul L. – National Institute for Learning Outcomes Assessment, 2018
This report reviews the accomplishments of higher education accreditation relative to its symbiotic relationship with assessment, acknowledges serious criticisms and proposed reforms, and indicates how accreditation might reform itself so as to disarm calls for radical change, improve its performance, strengthen the institutions and programs it…
Descriptors: Higher Education, Accreditation (Institutions), Educational Assessment, Change Strategies
Cronjé, Johannes – National Institute for Learning Outcomes Assessment, 2018
The question driving this paper is: "What should we assess if learners can Google the answers on their mobile devices?" If "Learning" is defined as "being able to do something afterwards that you could not do before," the problem is that technology now enables us to do many things which we were not able to do before,…
Descriptors: Educational Environment, 21st Century Skills, Influence of Technology, Assessment Literacy
Malenfant, Kara J.; Brown, Karen – National Institute for Learning Outcomes Assessment, 2017
Meaningful and sustained assessment is best achieved when a campus unit takes a collaborative leadership role to work with other departments, offices, and groups. Simply developing and implementing assessment in isolation and for the unit itself is not enough. While the value of collaboration among diverse campus constituents is widely recognized,…
Descriptors: Academic Libraries, Leadership Role, Program Design, Program Implementation
Montenegro, Erick; Jankowski, Natasha A. – National Institute for Learning Outcomes Assessment, 2017
As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of…
Descriptors: Student Diversity, Evaluation Methods, Student Evaluation, Cultural Relevance
Banta, Trudy W.; Ewell, Peter T.; Cogswell, Cynthia A. – National Institute for Learning Outcomes Assessment, 2016
At some future point, when a definitive history of the assessment movement is written, one of the most frequently cited, influential publications will be "Assessment Update" ("AU"). Since 1989, this bimonthly newsletter has been published by Jossey-Bass in partnership with Indiana University-Purdue University Indianapolis…
Descriptors: Educational Assessment, Foreign Countries, Accountability, Evaluation Methods
Hutchings, Pat – National Institute for Learning Outcomes Assessment, 2016
The notion of alignment has become increasingly prominent in efforts to improve student learning today. The term, as used in this paper, refers to the linking of intended student learning outcomes with the processes and practices needed to foster those outcomes. Alignment is not a new idea, but it has become more salient as increasing numbers of…
Descriptors: Educational Practices, Outcomes of Education, Alignment (Education), Educational Objectives
Cain, Timothy Reese – National Institute for Learning Outcomes Assessment, 2014
Scholars and practitioners of learning outcomes assessment widely recognize the importance of faculty engagement with the planning and implementation of assessment activities. Yet garnering participation by the majority of faculty has remained a significant challenge due in part to faculty concerns over the purposes of assessment, the value that…
Descriptors: Educational Assessment, Academic Freedom, College Faculty, Outcome Measures
Fulcher, Keston H.; Good, Megan R.; Coleman, Chris M.; Smith, Kristen L. – National Institute for Learning Outcomes Assessment, 2014
Assessing learning does not by itself result in increased student accomplishment, much like a pig never fattened up because it was weighed. Indeed, recent research shows that while institutions are more regularly engaging in assessment, they have little to show in the way of stronger student performance. This paper clarifies how assessment results…
Descriptors: Student Evaluation, Educational Assessment, Evaluation Utilization, College Students
Ewell, Peter T. – National Institute for Learning Outcomes Assessment, 2013
In January 2011, the Lumina Foundation published its Degree Qualifications Profile (DQP) to challenge faculty and academic leaders in the U.S. to think deeply and concretely about aligning expectations for student learning outcomes across higher education. Since then, the DQP has kindled extensive discussions about what the postsecondary degrees…
Descriptors: Postsecondary Education, Outcomes of Education, Mastery Learning, Colleges
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