Down and In: Assessment Practices at the Program Level

Autor/inn/en	Ewell, Peter; Paulson, Karen; Kinzie, Jillian
Institution	National Institute for Learning Outcomes Assessment
Titel	Down and In: Assessment Practices at the Program Level
Quelle	(2011), (42 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; Deans; Program Effectiveness; Institutional Evaluation; Discipline; Undergraduate Students; Evaluation Methods; Administrator Attitudes; Accreditation (Institutions); Intellectual Disciplines; Program Evaluation; Educational Quality; Higher Education; Questionnaires; College Faculty; Teacher Attitudes; Educational Improvement; Accountability; Goal Orientation; Outcomes of Education; Data Analysis; Department Heads; United States + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Dean; Dekan; Disziplin; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Geisteswissenschaften; Programme evaluation; Programmevaluation; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Fakultät; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Zielorientierung; Zielvorstellung; Lernleistung; Schulerfolg; Auswertung; USA
Abstract	Assessing the quality of undergraduate student learning continues to be a priority in U.S. postsecondary education. Although variations in outcome assessment practices have long been suspected, they have not been systematically documented. To follow up the 2009 National Institute for Learning Outcomes Assessment (NILOA) report on institutional assessment activity described by chief academic officers, NILOA surveyed program heads in the two and four-year sectors to gain a more complete picture of assessment activity at the program or department level. This report confirms the views of chief academic officers that there is considerable assessment activity at the program level. However, perceptions of program heads differ from chief academic officers in terms of the challenges that must be addressed to advance assessment on campus. The report also examines how specialized accreditation status influences the level of faculty involvement in assessment, and the differences by discipline in assessment practices and use of results. Information about the range and frequency of use of assessment practices documented in this report provides those responsible for assessment planning and implementation with information about how to take advantage of processes like program review to promote promising assessment practices. In addition, the report informs individuals responsible for implementing assessment at the program level as to what assessment practices are being used in their disciplines at other institutions. Appended are: (1) Methodology; and (2) Detailed Results by Discipline Groupings. (Contains 11 tables and 6 footnotes.) (As Provided).
Anmerkungen	National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06