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Building a Scholarship of Assessment by Trudy W. Banta Pdf
In this book, leading experts in the field examine the current state of assessment practice and scholarship, explore what the future holds for assessment, and offer guidance to help educators meet these new challenges. The contributors root assessment squarely in several related disciplines to provide an overview of assessment practice and scholarship that will prove useful to both the seasoned educator and those new to assessment practice. Ultimately, Building a Scholarship of Assessment will help convince skeptics who still believe outcomes assessment is a fad and will soon fade away that this is an interdisciplinary area with deep roots and an exciting future.
Author : Ellen Schendel,William J. Macauley Publisher : University Press of Colorado Page : 150 pages File Size : 40,9 Mb Release : 2012-10-16 Category : Language Arts & Disciplines ISBN : 9781457184475
Building Writing Center Assessments That Matter by Ellen Schendel,William J. Macauley Pdf
No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory. The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.
Charles E. Glassick,Mary Taylor Huber,Gene I. Maeroff
Author : Charles E. Glassick,Mary Taylor Huber,Gene I. Maeroff Publisher : John Wiley & Sons Page : 146 pages File Size : 52,8 Mb Release : 1997-08-15 Category : Education ISBN : 9780787910914
Scholarship Assessed by Charles E. Glassick,Mary Taylor Huber,Gene I. Maeroff Pdf
Scholarship Assessed continues the exploration begun by Scholarship Reconsidered. It examines the changing nature of scholarship in today's colleges and universities and proposes new standards with a special emphasis on methods for assessment and documentation. Begun under the oversight of Ernest L. Boyer, and based on the findings of the Carnegie Foundation's National Survey on the Reexamination of Faculty Roles and Rewards, Scholarship Assessed provides a base of information for and gives focus to the debate of institutional standards of rigor and quality.
Your key to understanding how formative assessment improves learning! Using clear explanations and poignant cases, this timely resource shows how formative assessment can be used to understand student beliefs, inform classroom instruction, and encourage student reflection. Fully revised, this second edition features: Discussion of the complex nature of learning Ways to use formative assessment in a variety of contexts Real-life examples and case studies of assessment in action Sample rubrics and lesson plans for easy implementation Ideas for Follow-up at the end of each chapter Insights into common classroom dilemmas along with viable solutions
Assessment Strategies for Online Learning by Dianne Conrad,Jason Openo Pdf
Assessment has provided educational institutions with information about student learning outcomes and the quality of education for many decades. But has it informed practice and been fully incorporated into the learning cycle? Conrad and Openo argue that the potential inherent in many of the new learning environments being explored by educators and students has not been fully realized. In this investigation of a variety of assessment methods and learning approaches, the authors aim to discover the tools that engage learners and authentically evaluate education. They insist that moving to new learning environments, specifically those online and at a distance, afford opportunities for educators to adopt only the best practices of traditional face-to-face assessment while exploring evaluation tools made available by a digital learning environment in the hopes of arriving at methods that capture the widest set of learner skills and attributes.
Assessing Student Learning in the Community and Two-Year College by Megan Moore Gardner,Kimberly A. Kline,Marilee J. Bresciani Ludvik Pdf
This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development. Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.Contributors are drawn from the following colleges:Borough of Manhattan Community CollegeDavid PhillipsBuffalo State CollegeJoy BattisonKimberly KlineBooker PiperButler County Community CollegeSunday Faseyitan California State University, FullertonJohn HoffmanGenesee Community CollegeThomas PriesterVirginia TaylorHeald CollegeMegan LawrenceStephanie Romano (now with Education Affiliates)Hobart and William Smith CollegesStacey PierceMiami Dade CollegeJohn FrederickBarbara RodriguezNorthern Illinois UniversityVictoria LivingstonParadise Valley Community CollegePaul DaleSan Diego Mesa CollegeJill BakerJulianna BarnesSan Diego State UniversityMarilee BrescianiSan Juan CollegeDavid EppichStark State CollegeBarbara MillikenUniversity of AkronSandra CoynerMegan Moore Gardner
New Directions for Student Services, 1997-2014: Glancing Back, Looking Forward by Elizabeth J. Whitt,John H. Schuh Pdf
Student affairs has changed greatly in the almost twenty years that the series editors have been managing New Directions for Student Services. This volume provides a look back at this period of time from 1997 through 2014 with topical chapters focused on: trends in student affairs during the past two decades, changes in students and the most effective student affairs responses, progress and recommendations for assessment in student affairs, and challenges with and skills needed for digital technologies, finance and budgets, and staff preparation. The volume concludes with a look into the future of student affairs practice based in part on the lessons learned from looking at the recent past. This is the 151st volume of this Jossey-Bass higher education quarterly series. An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
The Role of Student Affairs in Advancing Community College Student Success by C. Casey Ozaki,Paulette Dalpes,Deborah L. Floyd,Gianna Ramdin Pdf
This collection brings together insightful chapters which explore diverse student success initiatives and programs in response to challenges faced by community colleges. Each chapter of the collection magnifies a specific aspect of student affairs to illustrate how dedicated departments and practitioners have effectively supported student success via select projects or initiatives. Readers will gain a deeper insight into the contemporary applications, practices, and impacts of agendas such as the assessment of student affairs and services, student success programming, Guided Pathways, and The Completion Agenda. By demonstrating the meaningful involvement of student affairs practitioners in fulfilling institutional missions and visions, this collection contributes to an overarching dialogue about promoting community college student success. This collection will be of interest to researchers, academics, graduates, and postgraduate students in the fields of higher education administration, educational leadership, adult education, and lifelong learning.
New Realities in the Management of Student Affairs by Ashley Tull,Linda Kuk Pdf
Student affairs organizations are at a crossroads. They face expanding enrollments; a concomitant increase need for often more complex services; changing demographics; a growing cohort of non-traditional and first-generation students; shifting and more demanding responsibilities; and increased expectations from the greater campus community, parents, and external constituents. These challenges are intensified by the accelerating speed of advancements in technology, globalization, innovation, and student consumerism; and by the long-term reality of shrinking resources, and limitations on the ability to increase tuition and fees. This book shares alternative ideas about organizational design, and about ways to restructure roles and responsibilities to enable student affairs organizations to respond to these challenges and demands more effectively at a time of reduced resources. It also addresses the many emerging roles that student affairs organizations are increasingly being expected to address – such as IT, fund raising and development, external communications, human resources management and professional development, as well as research and assessment – and describes approaches developed by a variety of institutions. The contributors also pay attention to the solutions appropriate for smaller institutions, and for community colleges. They explore the various dimensions of change and offer frameworks to help student affairs leaders and practitioners to more effectively understand and manage the changes they are confronting; and describe ideas and solutions adopted by others within the profession.
Preparing Students for Community-Engaged Scholarship in Higher Education by Zimmerman, Aaron Samuel Pdf
Community-engaged scholarship is an equitable and democratic approach to scholarship that seeks to identify and solve community-based problems. Community-engaged scholars aim to serve the public good by developing and sustaining community-campus partnerships built on trust, reciprocity, and mutual benefit. As universities orient themselves towards serving the public good, they face a number of challenges: faculty and students may not possess the competencies or commitment to build fruitful community partnerships, graduate and undergraduate students may lack the necessary training and mentorship required to develop their identity as community-engaged scholars, and institutional leaders may not know how to motivate faculty and students for this ambitious and challenging endeavor. Unless these challenges are addressed, universities will fail to prepare the next generation of community-engaged scholars. Preparing Students for Community-Engaged Scholarship in Higher Education is an essential research book that explores how faculty and academic leaders can create learning opportunities and intellectual cultures that support the development of community-engaged scholars. Additionally, it will examine how university coursework can help undergraduate and graduate students to develop the knowledge, skills, and commitments necessary for productive and responsible community-engaged scholarship. Featuring a range of topics such as mentorship, higher education, and service learning, this book is ideal for higher education faculty, university leaders, deans, chairs, educators, administrators, policymakers, curriculum designers, academicians, researchers, and students.
Author : Robert B. Young Publisher : John Wiley & Sons Page : 113 pages File Size : 48,7 Mb Release : 2011-09-26 Category : Education ISBN : 9781118194799
Advancing the Integrity of Professional Practice by Robert B. Young Pdf
Defining integrity as "the combination of attributes and actions that makes people and organizations coherent, consistent, and potentially ethical," the editor and contributing authors illustrate how student affairs administrators can understand and implement integrity in their institutions. Early chapters explore the organizational integrity of student affairs. Transactional and transformational leadership perspectives are discussed in the second section. Other contributing authors tie education to integrity. In their chapter, Dennis Roberts and Trudy Banta engage in a dialogue about the way student development theory should guide practice, and how its assessment is essential to maintain the integrity of our practice. Sue Saunders and Jennifer Lease Butts consider how we should teach integrity to graduate students and new professionals. Final chapters explore challenges to integrity ranging from those in the normal work routines, such as resident hall directors confronting late night parties or interoffice dynamics, to those faced in extraordinary circumstances such as the ones faced in the wake of Hurricane Katrina. Readers of this volume will learn how integrity affects the trustworthiness of their organizations and operations. They will have the opportunity to read about the highest goals and the best practices of leadership, and gain ideas about some practical strategies that can help them deal with challenges to organizational and individual integrity. This is the 135th volume of the Jossey-Bass quarterly report series New Directions for Student Services, An indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals, New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Evaluating Student Learning in Higher Education: Beyond the Public Rhetoric by William H. Rickards,Monica Stitt-Bergh Pdf
Evaluation has played a fundamental role throughout the history of higher education. It has been key to institutional missions and for accountability concerns for public funding policy and fiscal oversight. In the last 30 years, there has been focused attention on the quality of education and student learning. Campuses have stepped up their initiatives to evaluate educational outcomes—and communicate these to their constituencies—just as regional, state, and national efforts have emerged regarding assessment of learning outcomes. In this context, various methods and approaches to evaluative inquiry have emerged to support efforts to increase the effectiveness and efficiency of instructional practice and curriculum for higher learning. This edition examines perspectives on evaluation studies addressing higher education learning—from program- to institution-based studies and critiques of practice—to document successes and identify significant challenges that face evaluators and the collaborating educators in the continuing development of higher education. This examination represents both an investigation into the particular insights that evaluative inquiry contributes to the scholarship and practice of higher education and a reflection on the evaluation expertise that can be applied across contexts of professional practice and program development. This is the 151st issue in the New Directions for Evaluation series from Jossey-Bass. It is an official publication of the American Evaluation Association.
While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. This book espouses the latter philosophy—what Peggy Maki sees as an integrated and authentic approach to providing evidence of student learning based on the work that students produce along the chronology of their learning. She believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions, as students do not all start at the same place in their learning. Students also need the tools to assess their own progress. In addition to updating and expanding the contents of her first edition to reflect changes in assessment practices and developments over the last seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning, Maki focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. Recognizing that assessment is not initially a linear start-up process or even necessarily sequential, and recognizing that institutions develop processes appropriate for their mission and culture, this book does not take a prescriptive or formulaic approach to building this commitment. What it does present is a framework, with examples of processes and strategies, to assist faculty, staff, administrators, and campus leaders to develop a sustainable and shared core institutional process that deepens inquiry into what and how students learn to identify and improve patterns of weakness that inhibit learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning. Each chapter also concludes with (1) an Additional Resources section that includes references to meta-sites with further resources, so users can pursue particular issues in greater depth and detail and (2) worksheets, guides, and exercises designed to build collaborative ownership of assessment.The second edition now covers: * Strategies to connect students to an institution’s or a program’s assessment commitment* Description of the components of a comprehensive institutional commitment that engages the institution, educators, and students--all as learners* Expanded coverage of direct and indirect assessment methods, including technology-enabled methods that engage students in the process* New case studies and campus examples covering undergraduate, graduate education, and the co-curriculum* New chapter with case studies that presents a framework for a backward designed problem-based assessment process, anchored in answering open-ended research or study questions that lead to improving pedagogy and educational practices* Integration of developments across professional, scholarly, and accrediting bodies, and disciplinary organizations* Descriptions and illustrations of assessment management systems* Additional examples, exercises, guides and worksheets that align with new content