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Descriptors:
College Outcomes Assessment; Student Evaluation; Undergraduate Students; Test Results; Educational Improvement; Case Studies; Colleges

Abstract:
Most institutions are collecting evidence of student learning, but it is not clear how these results are being used to improve student outcomes. To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, the National Institute for Learning Outcomes Assessment conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. Institutional behavior appears to be generally consistent with the Principles of Effective Assessment Practice identified by Banta and Associates (2002). For example, the case study institutions took advantage of calls for accountability to leverage internal improvement efforts, communicated widely about assessment efforts and results, and took time to reflect on their assessment activities and results. Equally important, the case study institutions aligned their assessment work with organizational structures and cultures, and focused their assessment efforts on specific problems or questions. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts. Appended are: (1) Methodology; and (2) Annotated Case Study List. [Funding for this paper was provided by the College of Education at the University of Illinois.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accountability; Access to Information; Disclosure; Public Colleges; Undergraduate Students; Student Experience; National Programs; Pilot Projects; College Outcomes Assessment; Student Evaluation; Participation; Standardized Tests

Abstract:
The Voluntary System of Accountability (VSA) is a vehicle for public four-year universities to report comparable information about the undergraduate student experience via the College Portrait, a common web reporting template. The National Institute for Learning Outcomes Assessment (NILOA) was asked by the VSA to evaluate the effectiveness of the student learning outcomes pilot project within the College Portrait. The evaluation was conducted over a five-month period, October 2011 through February 2012, drawing on a variety of data sources. These included focus groups, interviews with leaders from the policy arena and regional accreditation agencies, institutional surveys, and analyses of results from the VSA-conducted survey of participating institutions, and College Portrait database statistics and Google Analytics. The authors' review found widespread agreement that the launch of the VSA in 2007 was a necessary response to the demands of the time. Accountability demands and public interests are transitory in nature and while the press for transparency persists, the environment in which the VSA exists is different from when it began. While seen as "necessary," many observers also expect the VSA to continue to evolve. They also found that the standardized tests of student learning originally approved for inclusion in the pilot lack credibility and acceptance within a broad sweep of the higher education community which, in turn, serves to undermine institutional participation in the VSA. Given this mixed picture, they asked, "Should the VSA College Portrait be continued?" With some exceptions, the response was affirmative, suggesting "mend it, don't end it" regarding the value of the VSA and the College Portrait. They recommend the VSA College Portrait be recast as a state-of-the-art electronic communication tool targeted for specific audiences, including prospective and current students, parents, and guidance counselors; alumni; faculty and staff; trustees; employers; accreditors; public policy makers; and media. They also urge that information presented on the College Portrait be presented around questions of particular interest to students and other relevant audiences to tell a contextualized, institution-specific, evidence-based story--possibly incorporating video or other media. Finally, to expand viewership of the College Portrait, they recommend consideration be given to the creation of a College Portrait template that could be adapted and used by all postsecondary institutions, public and private, community colleges and others. A common template for all of higher education, while challenging to achieve, would serve as one access point for the public and thereby attract increased viewer traffic to the site. Appended are: (1) Voluntary System of Accountability: An Overview; and (2) Methodology. (Contains 5 figures and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Outcomes Assessment; Student Evaluation; College Students; Access to Information; Disclosure; National Programs; Web Sites; National Surveys; Test Results

Abstract:
This publication presents a series of studies that the National Institute for Learning Outcomes Assessment (NILOA) staff, led by Staci Provezis and Natasha Jankowski, conducted over the past couple of years. It may be the most comprehensive examination yet of institutional transparency in terms of student learning outcomes and the assessment activities. This publication contains the following sections: (1) Revealing Student Learning Outcomes: National Transparency Initiatives Make a Difference; (2) The Changing Landscape of Transparency in Student Learning Outcomes Assessment; (3) Presenting and Using Student Learning Outcomes Assessment Results; and (4) Online Transparency of Student Learning Outcomes Assessment. Web Study Methodology is appended. Individual sections contain footnotes. (Contains 14 figures and 2 tables.) [Foreword by George Kuh and Stanley Ikenberry.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Principles; Program Effectiveness; Program Implementation; Program Evaluation; Models; Allied Health Occupations; Guides; Federal Legislation; Educational Change; Partnerships in Education; Secondary Education; Postsecondary Education; Accountability; Vocational Education; State Government; Federal Government; Job Skills; Labor Force Development; College School Cooperation; School Business Relationship; Leadership Responsibility; Access to Education; Equal Education; Relevance (Education); Curriculum Development; Teaching Methods; Professional Development; Program Improvement

Abstract:
This guide begins with background information useful to understanding Illinois' framework for implementation and evaluation of Programs of Study. It starts with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois' Career Cluster Model. This Model, which is based on the States' Career Clusters Initiative, is also discussed, along with a visual depiction of the relationship between the 16 career clusters, the 79 career pathways, and numerous Programs of Study. An example of this relationship is provided using the Health Science cluster since this cluster is one of the first tapped for statewide implementation in Illinois. Following the introduction, it presents the six guiding principles for implementation and evaluation of Programs of Study. Each principle has its own section with the following information: (1) The guiding principle statement: A brief, straightforward statement of the principle; (2) A principle overview: The what, why and how of implementation relevant to the principle; (3) An "In Practice" example: A promising practice in Illinois pertaining to the principle; (4) An "In Perkins IV" statement: Legislative language that is aligned with the principle; (5) "Design Elements at a Glance": Design elements associated with the principle; (6) Tools and Resources: Selected tools and resources for implementing the principle; and (7) Appendices: A copy of one selected tool or resource, reprinted with permission of the publisher or author. The concluding section of this guide, titled Moving Forward, presents some activities planned for Illinois' journey with Programs of Study. Appended are: (1) Principle One: Leadership, Organization, and Support; (2) Principle Two: Access, Equity, and Opportunity; (3) Principle Three: Alignment and Transition; (4) Principle Four: Enhanced Curriculum and Instruction; (5) Principle Five: Professional Preparation and Development; and (6): Principle Six: Program Improvement and Accountability. (This publication was prepared pursuant to a grant from the Illinois State Board of Education and the Illinois Community College Board and is funded 100% through the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Career Development; Partnerships in Education; Program Implementation; Alignment (Education); Cluster Grouping; Models; Fundamental Concepts; Stakeholders; Guides; Program Guides; State Standards; Resource Materials

Abstract:
This booklet provides information to multiple stakeholders on the implementation of career clusters in Illinois. The booklet is an extension of the previous edition titled "An Introduction to Illinois CTE Programs of Study" (2008), and provides a resource for partners to understand Illinois' Career Cluster Model as its own adaptation of the States Career Cluster Framework. It is intended for individuals familiar with career clusters and programs of study and those beginning to learn about them. The booklet is divided into seven sections: (1) Perkins IV: main themes of the Carl D. Perkins Career and Technical Education Improvement Act of 2006; (2) Key Concepts: terms, definitions and benefits of the career cluster approach, to help partners become familiar with the States Career Cluster framework; (3) Career Cluster Framework: graphic representation of the essential knowledge and skills, the 5 career and technical education areas at the secondary level, the 16 career clusters, and the 79 career pathways; (4) Illinois' Career Cluster Model: visual example of the Health Science cluster and how different elements of the States Career Cluster Framework fit together in Illinois; (5) Implementation: information useful to preparing partners to implement programs of study, including the six guiding principles and partner roles in the process; (6) Acronyms: list for reference and ease of communication between multiple partners on programs, initiatives, and organizations; and (7) Resources: links to tools, research, and national organizations related to Perkins IV, career development, career clusters, and other information specific to Illinois. (Contains a list of resources and acronyms.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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