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Blumberg, Phyllis – Research & Practice in Assessment, 2018
Planning the intended use of data and identification of bottlenecks are two best practices that faculty and administrators can use when they conduct assessments for the combined purposes of accountability and improvement. Prior to data collection, they need to have a clear plan of how the results should offer worthwhile insights. Upon…
Descriptors: Best Practices, Improvement, Accountability, Academic Achievement
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Horst, S. Jeanne; Ames, Allison J. – Research & Practice in Assessment, 2018
In April 2017, a three-day Learning Improvement Summit, held in Washington, DC, brought together a broad array of national and international assessment stakeholders. The purpose of the summit was to empower a diverse group of faculty and assessment leaders to develop, refine, discuss, and address evidence-based learning improvement initiatives…
Descriptors: Educational Improvement, International Assessment, Accountability, Academic Achievement
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Lending, Diane; Fulcher, Keston; Ezell, Jeremy D.; May, Jeffrey L.; Dillon, Thomas W. – Research & Practice in Assessment, 2018
Few examples of demonstrable program learning improvement projects exist. To provide guidance for those seeking to report program learning improvement, we offer a real example of an implemented learning improvement project for a Computer Information Systems major curriculum. The example follows a six-criteria model and the subsequent standards for…
Descriptors: Educational Improvement, Program Implementation, Computer Science Education, Information Systems
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Reder, Michael; Crimmins, Cynthia – Research & Practice in Assessment, 2018
At institutions of higher education, assessment findings should inform decisions about where to target curricular improvements, course (re)design, academic support resources, and effective teaching practices. In order for the data gathered by many assessment offices or institutional researchers to have an impact on student learning, faculty…
Descriptors: Faculty Development, Educational Improvement, Academic Achievement, Evidence
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Stitt-Bergh, Monica; Kinzie, Jillian; Fulcher, Keston – Research & Practice in Assessment, 2018
Assessment of student learning is typically undertaken with at least two goals in mind, accountability and improvement. This dichotomy of purpose has dogged assessment from the outset (Ewell, 2009) and contributed to conflicted or incomplete ends. As Banta and Palomba (2015) concluded, assessment undertaken primarily to comply with accountability…
Descriptors: Educational Improvement, Accountability, Academic Achievement, Outcomes of Education
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Anderson, Robin D.; Curtis, Nicolas A. – Research & Practice in Assessment, 2017
Ten years ago, "Research & Practice in Assessment" (RPA) was born, providing an outlet for assessment-related research. Since that first winter issue, assessment research and practice has evolved. Like with many evolutions, the assessment practice evolution is best described as a change of emphasis as opposed to a radical revolution.…
Descriptors: Theory Practice Relationship, Educational Practices, Evaluation Research, Educational Development
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Steinke, Pamela; Fitch, Peggy – Research & Practice in Assessment, 2017
Bias is part of the human condition and becoming aware of how to avoid bias will help to ensure greater accuracy in the work of assessment. In this paper the authors discuss three different theoretical frameworks that can be applied when assessing student work for cognitive skills such as critical thinking and problem solving. Each of the…
Descriptors: Student Evaluation, Cognitive Ability, Critical Thinking, Thinking Skills
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Smith, Kristen L.; Finney, Sara J.; Fulcher, Keston H. – Research & Practice in Assessment, 2017
Implementation fidelity data indicate to what extent the delivered educational intervention (e.g., pedagogies, curricula) differs from the designed intervention (Gerstner & Finney, 2013; O'Donnell, 2008). Fidelity data help practitioners make more accurate inferences regarding program effectiveness (Dumas, Lynch, Laughlin, Smith, & Prinz,…
Descriptors: Fidelity, Program Implementation, Intervention, Higher Education
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Newton, Andrew R.; Maher, Michelle A.; Smith, Douglas A. – Research & Practice in Assessment, 2015
Assessment has assumed an increasingly prominent place in academic and student affairs practice. Yet, in smaller student affairs departments with limited staffing and resources, how might a department identify the resources or time to thoroughly assess student learning outcomes? This Notes in Brief details the partnership between the University of…
Descriptors: Partnerships in Education, Masters Programs, College Freshmen, Transfer Students
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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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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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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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Meyer, J. Patrick; Zhu, Shi – Research & Practice in Assessment, 2013
Massive open online courses (MOOCs) are playing an increasingly important role in higher education around the world, but despite their popularity, the measurement of student learning in these courses is hampered by cheating and other problems that lead to unfair evaluation of student learning. In this paper, we describe a framework for maintaining…
Descriptors: Online Courses, College Students, Student Evaluation, Learning
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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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