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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
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Stevenson, John F.; Finan, Elaine; Martel, Michael – Research & Practice in Assessment, 2017
Externally imposed assessment requirements in higher education call for documented attention to using assessment results for program improvement. Although this systematic process promises to lead to better learning outcomes it has also been challenged as ineffective and even harmful. What can make assessment truly meaningful and move beyond the…
Descriptors: Higher Education, College Outcomes Assessment, Capacity Building, Measurement
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Ozaki, C. Casey; Worley, Deborah; Cherry, Emily – Research & Practice in Assessment, 2015
The increased pressure in higher education to demonstrate evidence of student learning is prompting all sectors to develop clear assessment methods. This national conversation has also sparked the greater recognition and use of assessment as a process for the improvement of teaching and learning. Given the scant literature on assessment in the…
Descriptors: College Students, Evaluation Methods, Student Evaluation, Mixed Methods Research
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MacDonald, Sarah K.; Williams, Laura M.; Lazowski, Rory A.; Horst, S. Jeanne; Barron, Kenneth E. – Research & Practice in Assessment, 2014
As assessment becomes an ever more critical facet of higher education, it is apparent that some faculty do not always value assessment (Crossley & Wang, 2010; Ebersole, 2009). Further, faculty may react with resistance, particularly when they perceive that assessment is being imposed upon them from external sources (Crossley & Wang, 2010;…
Descriptors: College Faculty, Teacher Attitudes, Educational Assessment, Teacher Motivation
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Puncochar, Judith; Klett, Mitchell – Research & Practice in Assessment, 2013
The goals of a Liberal Studies education are designed to prepare citizens to live responsible, productive, and creative lives in a changing world. Ideally, a liberal education fosters well-grounded intellectuals with dispositions toward learning and an acceptance of responsibility regarding their ideas and actions. To measure the efficacy of a…
Descriptors: Undergraduate Students, Models, Science Achievement, Inquiry
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Athas, Christina; Oaks, D'Arcy John; Kennedy-Phillips, Lance – Research & Practice in Assessment, 2013
Employment within student affairs divisions offers environments in which students can apply the knowledge they have gained, as well as acquire new competencies, helping them to build solid foundations for their futures. Researchers used an online survey to assess the outcomes associated with part-time student employment within the student affairs…
Descriptors: Student Personnel Workers, Student Personnel Services, Staff Development, Online Surveys
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Zilberberg, Anna; Anderson, Robin D.; Swerdzewski, Peter J.; Finney, Sara J.; Marsh, Kimberly R. – Research & Practice in Assessment, 2012
Despite the extensive testing for federal accountability mandates, college students' understanding of federal accountability testing (e.g., No Child Left Behind, Race to the Top, Spellings) has not been examined, resulting in a lack of knowledge regarding how such understanding (or lack thereof) impacts college students' behavior on accountability…
Descriptors: Accountability, Testing Programs, Federal Programs, Federal Regulation
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Barnes, Susan K.; Burchard, Melinda S. – Research & Practice in Assessment, 2011
Response to Intervention (RTI) is an educational approach that integrates ongoing assessment of individual student progress with targeted instruction. Administrators and teachers in P-12 schools expressed a need for colleagues in higher education to provide training to general education pre-service and in-service teachers in selecting appropriate…
Descriptors: Self Efficacy, Self Concept Measures, Response to Intervention, Teacher Effectiveness
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Smiley, Whitney; Anderson, Robin – Research & Practice in Assessment, 2011
Motivational theory is often used to develop strategies for boosting student effort on assessments, particularly in low stakes situations. Increasing students' cognitive engagement on such assessments may also impact student effort. However, before such interventions can be evaluated, a sound measure of cognitive engagement must be identified.…
Descriptors: Cognitive Processes, Learner Engagement, Student Motivation, Measures (Individuals)