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Wall, Andrew F.; Hursh, David; Rodgers, Joseph W., III – Research & Practice in Assessment, 2014
It is often argued that as "consumers" of higher education, students, parents and leaders need objective, comparative information generated through systematized assessment. In response, we critique this trend toward reductionist, comparative, and ostensibly objective assessments in the United States. We describe how management has…
Descriptors: Ethics, Higher Education, Student Evaluation, Commercialization
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de Laat, Maarten; Prinsen, Fleur R. – Research & Practice in Assessment, 2014
Current trends and challenges in higher education (HE) require a reorientation towards openness, technology use and active student participation. In this article we will introduce Social Learning Analytics (SLA) as instrumental in formative assessment practices, aimed at supporting and strengthening students as active learners in increasingly open…
Descriptors: Socialization, Formative Evaluation, Active Learning, Higher Education
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Macfadyen, Leah P.; Dawson, Shane; Pardo, Abelardo; Gaševic, Dragan – Research & Practice in Assessment, 2014
In the new era of big educational data, learning analytics (LA) offer the possibility of implementing real-time assessment and feedback systems and processes at scale that are focused on improvement of learning, development of self-regulated learning skills, and student success. However, to realize this promise, the necessary shifts in the…
Descriptors: Network Analysis, Data Analysis, Data Collection, Educational Assessment
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Ariovich, Laura; Walker, Sadé A. – Research & Practice in Assessment, 2014
Higher education institutions have taken to redesigning high-enrollment, introductory courses to improve student learning outcomes, student success, and degree completion. This paper presents findings from the assessment of course redesign by focusing on the case of developmental math at a large community college. The college adopted…
Descriptors: Curriculum Design, Curriculum Development, Higher Education, Remedial Mathematics
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O'Reilly, Una-May; Veeramachaneni, Kalyan – Research & Practice in Assessment, 2014
Because MOOCs bring big data to the forefront, they confront learning science with technology challenges. We describe an agenda for developing technology that enables MOOC analytics. Such an agenda needs to efficiently address the detailed, low level, high volume nature of MOOC data. It also needs to help exploit the data's capacity to reveal, in…
Descriptors: Data, Technology Uses in Education, Online Courses, Open Education
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Stevens, Mitchell L. – Research & Practice in Assessment, 2014
The new data sciences of education bring substantial legal, political, and ethical questions about the management of information about learners. This piece provides a synoptic view of recent scholarly discussion in this domain and calls for a proactive approach to the ethics of learning research.
Descriptors: Information Management, Information Science, Ethics, Higher Education
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Milliron, Mark David; Malcolm, Laura; Kil, David – Research & Practice in Assessment, 2014
Civitas Learning was conceived as a community of practice, bringing together forward-thinking leaders from diverse higher education institutions to leverage insight and action analytics in their ongoing efforts to help students learn well and finish strong. We define insight and action analytics as drawing, federating, and analyzing data from…
Descriptors: Case Studies, Communities of Practice, Data Analysis, Higher Education
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Denley, Tristan – Research & Practice in Assessment, 2014
This article explores the challenges that students face in navigating the curricular structure of post-secondary degree programs, and how predictive analytics and choice architecture can play a role. It examines Degree Compass, a course recommendation system that successfully pairs current students with the courses that best fit their talents and…
Descriptors: Achievement Gap, Low Income Groups, Minority Group Students, Data Collection
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Jonson, Jessica L.; Guetterman, Tim; Thompson, Robert J., Jr. – Research & Practice in Assessment, 2014
A fundamental goal of student learning outcomes assessment in higher education is to use student learning evidence in decision making to improve educational programs. Such use of assessment findings, however, is atypical. This article argues that a narrow conception of use contributes to this conclusion and an accurate appraisal of the…
Descriptors: Higher Education, Evaluation Utilization, Evidence, Academic Achievement
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Thille, Candace; Schneider, Emily; Kizilcec, René F.; Piech, Christopher; Halawa, Sherif A.; Greene, Daniel K. – Research & Practice in Assessment, 2014
The article addresses the question of how the assessment process with large-scale data derived from online learning environments will be different from the assessment process without it. Following an explanation of big data and how it is different from previously available learner data, we describe three notable features that characterize…
Descriptors: Data, Online Courses, Electronic Learning, Case Studies
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Sandeen, Cathy – Research & Practice in Assessment, 2013
Cathy Sandeen is Vice President for Education Attainment and Innovation at American Council on Education, the nation's largest organization providing leadership and advocacy for all sectors of higher education. Within this role she develops and articulates ACE's attainment agenda and currently oversees a large research project on Massive Open…
Descriptors: Online Courses, Open Education, Higher Education, Educational Development
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Balfour, Stephen P. – Research & Practice in Assessment, 2013
Two of the largest Massive Open Online Course (MOOC) organizations have chosen different methods for the way they will score and provide feedback on essays students submit. EdX, MIT and Harvard's non-profit MOOC federation, recently announced that they will use a machine-based Automated Essay Scoring (AES) application to assess written work in…
Descriptors: Online Courses, Writing Evaluation, Automation, Scoring
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Zelna, Carrie L.; Dunstan, Stephany Brett – Research & Practice in Assessment, 2012
There was a time when gaining the necessary training and skills to conduct quality learning assessment could be a challenge. Fortunately, this is no longer the case as formal educational programs are now available through some graduate schools, and there are many outstanding assessment conferences. Faculty, staff, and administrators sometimes…
Descriptors: Educational Assessment, Conferences (Gatherings), Professional Associations, Higher Education
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Massy, William F.; Sullivan, Teresa A.; Mackie, Christopher D. – Research & Practice in Assessment, 2012
William Massy is an emeritus professor and former Vice President for Business and Finance at Stanford University, Teresa Sullivan is President of the University of Virginia, and Christopher Mackie is a Study Director with the National Academies' Committee on National Statistics. This article summarizes the authors' recent National Research Council…
Descriptors: Productivity, Higher Education, Educational Principles, Barriers
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Hathcoat, John D.; Penn, Jeremy D. – Research & Practice in Assessment, 2012
Critics of standardized testing have recommended replacing standardized tests with more authentic assessment measures, such as classroom assignments, projects, or portfolios rated by a panel of raters using common rubrics. Little research has examined the consistency of scores across multiple authentic assignments or the implications of this…
Descriptors: Generalizability Theory, Performance Based Assessment, Writing Across the Curriculum, Standardized Tests
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