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Coming to Terms with Student Outcomes Assessment

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academic program evaluation
Age Group_Uncategorized
Age Group_Uncategorized
Analytic Rubric
assessment practice
assessment process
automatic-update
B01=Peggy L. Maki
California State University
Category1=Non-Fiction
Category=JNDH
Category=JNKD
Category=JNM
Clarke College
Classroom Assessment Techniques
COP=United States
culture of assessment
curriculum improvement methods
Delivery_Delivery within 10-20 working days
departmental assessment implementation guide
eq_bestseller
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence of learning
faculty collaboration strategies
General Education
General Education Assessment
General Education Program
higher education assessment
institutional change models
Language_English
Large Urban Public University
Outcomes Assessment
PA=Available
Price_€100 and above
Professional Development
Professor Delay
Program Review
Program Review Process
PS=Active
qualitative assessment techniques
Rhode Island College
Scholarship Of Teaching And Learning
Seminole Community College
Seminole State
Seminole State College
softlaunch
Student Engagement
Student Learning Outcomes
Student Learning Outcomes Assessment
student outcomes assessment
Tenure Track Instructors
Transfer Level Courses
Valencia Community College
WAC Program

Product details

  • ISBN 9781579224349
  • Weight: 460g
  • Dimensions: 152 x 229mm
  • Publication Date: 14 Sep 2010
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
  • Language: English
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Description

“Assessment on college campuses has a sordid history, and it is fairly simple to find someone with a traumatic tale to tell. It is wise to respect that that reputation is deserved.” “How do you modify the inner workings and culture of a massive institution with minimal resources and even less authority (other than GE course approvals), and thousands and thousands of talented people busy doing other things?”“The road to departmental assessment can seem both dramatic and apocalyptic, especially if one’s departmental ‘centre cannot hold,’ and purpose falls apart. The Department of English and Linguistics is presently on this journey, slouching towards its own revelations of mission and fulfillment of purpose.” “I have become more optimistic about the potential value of the process, even if some of my initial skepticism remains. This skepticism, however, has been valuable, forcing me to think in more concrete ways about what I do in the classroom.”As these excerpts show, this is no conventional book about assessment. It presents the unvarnished first-person accounts of fourteen faculty and administrators about how they grappled, and engaged, with assessment and how – despite misgivings and an often-contentious process – they were able to gain the collaboration of their peers as the benefits for student learning became evident.This is a book for skeptical faculty, for those who have been tasked to spearhead their institution’s call to create a culture of assessment; and, on campuses where assessment has been widely accepted and implemented, for those who now need to ensure this commitment will endure.For all these audiences, this book offers valuable advice, strategies, models and ideas.
About
Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.