NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Hart, Laura C.; Robinson, Christine – Research & Practice in Assessment, 2019
Today, higher education faces increased accountability to assess and measure student learning. However, traditional metrics (like standardized tests and graduation rates) fail to provide a comprehensive understanding of exactly what students learn in a contextualized program of study. To address this gap, the researchers piloted a charrette model…
Descriptors: Student Evaluation, College Students, Stakeholders, College Faculty
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Smith, Elizabeth E.; Gordon, Sarah – Research & Practice in Assessment, 2019
Although faculty are an important part of collecting, analyzing, and using student learning data for improvement, significant barriers often prevent faculty from being involved in assessment work outside the classroom. One potential obstacle to faculty involvement in assessment is the misalignment between the work and faculty rewards structures.…
Descriptors: Rewards, College Faculty, Student Evaluation, Teacher Attitudes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Groover, Cynthia D.; McBrayer, Juliann Sergi; Cleveland, Richard; Riggs, Amy Jo – Research & Practice in Assessment, 2019
Many institutions implement assessment teams as resources to develop faculty and staff knowledge of and confidence in programmatic assessment processes. Additional resources may include rubrics or peer review and feedback, but effectiveness of these resources is rarely evaluated. Programmatic assessment allows institutions to examine the impact of…
Descriptors: Student Personnel Services, Student Personnel Workers, Administrator Surveys, Scoring Rubrics
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Demeter, Elise; Robinson, Christine; Frederick, John G. – Research & Practice in Assessment, 2019
Students at many higher education institutions are expected to acquire effective written communication skills and strong critical thinking skills. Although these student learning outcomes are common, these skills are complex. Assessing students' attainment of these outcomes at an institutional level can be difficult as many approaches to measuring…
Descriptors: Holistic Approach, Critical Thinking, Outcomes of Education, Writing Skills
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leaderman, Emilie Clucas; Polychronopoulos, Gina B. – Research & Practice in Assessment, 2019
This paper introduces a conceptual framework for overcoming common assessment challenges and supporting a positive assessment culture in higher education through fostering collaborative relationships with faculty and staff. By using a lens that integrates concepts from person-centered and solution-focused counseling, positive psychology, and…
Descriptors: Educational Assessment, Professional Identity, College Faculty, Resource Staff
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Pope, Andrea M.; Finney, Sara J.; Bare, Aaren K. – Research & Practice in Assessment, 2019
Despite persistent calls by professional organizations and leaders in the field for theory-based programs, it is often difficult for student affairs professionals to articulate why and how their programs should work (i.e., program theory). This lack of program theory influences professionals' ability to use assessment results for program…
Descriptors: Program Effectiveness, Student Personnel Workers, Program Improvement, Outcomes of Education