Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps

Autor/in	Penn, Jeremy D.
Titel	Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps
Quelle	In: Research & Practice in Assessment, 17 (2022) 2, S.5-18 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Assessment; Higher Education; Intellectual Disciplines; Training; Library Science; Student Evaluation; Certification; Accreditation (Institutions) + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Ausbildung; Bibliothekswissenschaft; Schulnote; Studentische Bewertung; Abschlusszeugnis; Zertifizierung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners. (ERIC).
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	2024/1/01