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Harper, Vernon B., Jr. – Assessment Update, 2009
Every ecological, educational, or organizational system possesses a defining trait, one that affords competitive advantage. The Virginia system of higher education has consistently leaned on its institutional diversity to produce one of the most well-educated and productive bodies of learners in the nation. Given the national climate, a commitment…
Descriptors: Higher Education, Public Colleges, Diversity (Institutional), Accountability
Cosgrove, John J.; McDoniel, Lawrence J. – Assessment Update, 2009
This article describes how St. Louis Community College has created a culture of action using mission-based assessment. By directly linking assessment processes to mission areas such as transfer education, the college has created a central, unifying theme for assessment. Because the mission is everyone's business, assessment in turn becomes…
Descriptors: Community Colleges, Institutional Mission, College Outcomes Assessment, School Culture
Flick, Arend – Assessment Update, 2009
This article presents the author's critique of R. Stephen RiCharde's argument in his essay on the humanities and interrater reliability in the July-August 2008 issue of "Assessment Update." RiCharde suggests that the humanities' historical commitment to a dialectical pedagogy, a "nonlinear" process that values disagreement and debate, is at odds…
Descriptors: Interrater Reliability, Humanities, Scoring Rubrics, Student Evaluation
Weinstein, Daniel A.; Schneller, Beverly – Assessment Update, 2009
The degree specification project is a simple, yet pragmatic process of crystallizing the "identity" of the degrees offered in each discipline. In other words, what should students expect to have in the way of skills, knowledge, and abilities once they complete a degree in a specific discipline? Faculty first articulate three to five…
Descriptors: Outcomes of Education, English Departments, Intellectual Disciplines, College Outcomes Assessment
McCullough, Christopher A. – Assessment Update, 2008
Over the past few years, the author had the good fortune to engage many faculty and administrators in conversations about student outcomes assessment. The author has discovered that many faculty and administrators associate course valuations with student outcomes assessment measures. He also found that no items about student learning outcomes are…
Descriptors: College Outcomes Assessment, Course Evaluation, Outcomes of Education, College Faculty
Anagnos, Thalia; Conry, Barbara J.; Guenter, Scot M.; Snell, Jackie; Von Till, Beth – Assessment Update, 2008
Outcomes assessment often becomes a focus of attention as a response to accreditation requirements. But if the emphasis is short-term, it can produce crisis-mode frustrations that will be repeated each time accreditation rolls around. Increasingly, accreditation agencies are asking for evidence that program-level assessment is ongoing. This…
Descriptors: Program Improvement, Higher Education, College Outcomes Assessment, Accreditation (Institutions)
Brill, Robert T. – Assessment Update, 2008
The author is an outgoing faculty chair of the college assessment committee (CAC) at Moravian College. In this article, he shares the learned principles and constructive practices that guided his ten years of successful progress in fostering assessment: (1) Assessment must be part of the strategic plan; (2) Assessment language must be consistently…
Descriptors: Strategic Planning, Role Models, Faculty Evaluation, Administrator Role
Shermis, Mark D. – Assessment Update, 2008
This article describes the Collegiate Learning Assessment (CLA), a postsecondary assessment tool designed to evaluate the "value-added" component of institutional contributions to student learning outcomes. Developed by the Council for Aid to Education (CAE), the instrument ostensibly focuses on the contributions of general education coursework…
Descriptors: Postsecondary Education, Exit Examinations, Majors (Students), Student Evaluation
Manning, Terri M. – Assessment Update, 2007
In the current climate of emphasis on outcomes assessment, colleges and universities are working diligently to create assessment processes for student learning outcomes, competence in general education, student satisfaction with services, and electronic tracking media to document evidence of competence in graduates. Benchmarking has become a…
Descriptors: Institutional Research, Accreditation (Institutions), Benchmarking, General Education
Francis, Patricia L.; Salins, Peter D.; Huot, Anne E. – Assessment Update, 2006
The State University of New York (SUNY) assessment initiative is an ambitious project that seeks to establish a comprehensive assessment program across the largest public education system in the United States, with over 413,000 total students. This article focuses on the principles that have guided the assessment of general education across SUNY…
Descriptors: State Universities, Multicampus Colleges, General Education, College Outcomes Assessment
D'Allegro, Mary Lou – Assessment Update, 2005
Most publications on outcomes assessment take a holistic approach: they focus more on the whole of assessment than on its components. They describe entire academic assessment programs and their cumulative impact on institutional effectiveness. Some evaluation articles characterize assessment components such as instruments, findings, and use of…
Descriptors: Institutional Evaluation, College Outcomes Assessment, Educational Planning, Higher Education
Pike, Gary R. – Assessment Update, 2005
For many colleges and universities, surveys constitute an important component of efforts to assess institutional effectiveness. Although the use of surveys in assessment is widespread, the National Center for Postsecondary Improvement (NCPI) report notes that examples of the use of survey results in academic decision making are relatively rare.…
Descriptors: Institutional Evaluation, College Outcomes Assessment, Student Evaluation, Higher Education
Martin, Rosalind Perry – Assessment Update, 2005
Employing a graduate assistant in the assessment process can be rewarding for both the student and the academic department. This article describes the skills, challenges, and rewards of the author's work on program assessment in the Interdisciplinary Technology Department at Eastern Michigan University. The author hopes to provide some insights…
Descriptors: Research Assistants, Program Effectiveness, College Outcomes Assessment, Graduate Students
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