National Institute of Learning Outcomes Assessment
- Equity and Assessment: Moving Towards Culturally Responsive Assessment (Montenegro & Jankowski 2017)
This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners? The paper argues that for assessment to meet the goal of improving student learning and authentically document what students know and can do, a culturally responsive approach to assessment is needed. In describing what culturally responsive assessment entails, this paper offers a rationale as to why change is necessary, proposes a way to conceptualize the place of students and culture in assessment, and introduces three ways to help make assessment culturally responsive." - Excellence in Assessment Designation Application Packet
Highlights evidence required to apply for the EIA designation. Questions from this application guided our discussions during AAT meetings held in 2016-17. - Pedagogical Choices Make Large Classes Feel Small (Singer-Freeman & Bastone 2016)
"There have been substantial efforts to improve large lecture classes through the strategic use of discussion sections, active learning, and varied forms of assessment. Additionally, efforts to increase students’ engagement and persistence have taken place outside of the classroom. We believe that some evidence-based practices developed outside the classroom are ripe for use in large lectures."
- NILOA Assessment GlossaryDefinition of assessment terms by NILOA
- NILOA: Historical Overview of Assessment 1980s-2000sNILOA's summary of the history of assessment in the US since the 1980s.
American Association of Colleges & Universities (AAC&U)
- On Solid Ground: Value Report 2017
"This report is the beginning of a long-term effort to forefront the work institutions are doing to demonstrate student achievement across learning outcomes that are essential to students’ long-term success regardless of major, program of study, or institution attended. Further, the VALUE initiative draws upon the expertise, experience and judgment of those who are most closely connected to
students’ formal learning—the faculty and other educators involved in the curriculum and co-curriculum. By focusing on the work students produce and the assignments faculty develop, VALUE is turning a spotlight on the quality of students’ abilities to apply, make sense of, and contribute their knowledge by focusing on what they do well and what they can do to further enhance their learning.
What follows provides a fuller picture of the findings and their meaning"
Podcasts on Socially Just Assessment
- SJA PodcastsCampus Labs has brought together experts across the field of higher education to create a podcast series that provides in-depth conversation on just a selection of the many nuanced topics that fall under the umbrella of socially just assessment. Each of these conversations focuses on a singular topic and is meant to deepen the listener's understanding of critical issues assessment professionals deal with in their day-to-day work.
American Council on Education (ACE)
- Unpacking Relationships: Instruction and Student Outcomes (Jankowski 2016)"
"Examines the scholarship of evidence-based practice in areas related to instruction and student outcomes, including transparency of clear expectations, pedagogical
approaches, assessment of student learning, self-regulation on the part of students, and alignment of
learning experiences. "
Foundation for Critical Thinking
- Consequential Validity: Using Assessment to Drive Instruction (Elder & Elder 2007)"The purpose of assessing instruction for critical thinking is improving the teaching of discipline-based
thinking (historical, biological, sociological, mathematical thinking…). It is to improve students’ abilities to think their way through content, using disciplined skill in reasoning. The more particular we can be about what we want students to learn about critical thinking, the better can we devise instruction with that particular end in view. "
Books of Interest
Using Evidence of Student Learning to Improve Higher Education by Call Number: LA227.4 .U85 2015ISBN: 9781118903391Publication Date: 2015-01-20Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, this book offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.
Partners in Advancing Student Learning by Call Number: LB2381 .P37 2015ISBN: 9781119240648Publication Date: 2016-01-11This volume provides: an overview of the work, discussions outlining what the DQP and Tuning are, how IR has been involved, and what the future might hold for IR in these efforts. This is the 165th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Real-Time Student Assessment by Call Number: LB2331.63 .M25 2017 Career & CollegeISBN: 9781620364888Publication Date: 2017-02-15Peggy Maki advocates for real-time assessment processes to identify patterns of underperformance and obstacles that require timely interventions for enrolled students to succeed. In tandem with the sets of educational practices and policies that many institutions have now undertaken to close achievement and graduation rates across our diverse student demographics, such as developing clear degree pathways, she calls on all higher education providers - if they are to remain relevant and meet their social purpose in our complex world - to urgently recalibrate their assessment processes to focus on currently enrolled students' progress towards achieving a high-quality degree, regardless of when they matriculate or re-enter higher education.
