Two Underused Best Practices for Improvement Focused Assessments

Autor/in	Blumberg, Phyllis
Titel	Two Underused Best Practices for Improvement Focused Assessments
Quelle	In: Research & Practice in Assessment, 13 (2018), S.77-83 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Best Practices; Improvement; Accountability; Academic Achievement; Outcomes of Education; School Holding Power; Graduation Rate; Faculty; Administrators + Suchen Sie Ihr Suchwort? Qualitätssteigerung; Verantwortung; Schulleistung; Lernleistung; Schulerfolg; Academic Staff; Lehrkörper
Abstract	Planning the intended use of data and identification of bottlenecks are two best practices that faculty and administrators can use when they conduct assessments for the combined purposes of accountability and improvement. Prior to data collection, they need to have a clear plan of how the results should offer worthwhile insights. Upon identification of bottlenecks to learning and efficient operation of units, faculty can develop appropriate action steps to address these trouble spots. Planning for the use of data should improve the assessment process itself. The process of identifying bottlenecks will mostly help to improve outcomes. This article gives examples of how both practices were used effectively for both student learning and operational outcomes. Using these two best practices led to enhanced decision-making ability that completed the assessment loop. The examples show improvement in student learning, increased retention rates, and more effective educational programs. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01