Assessment Matters: The Why and How of Cracking Open and Using Assessment Results

Autor/inn/en	Ahren, Chad; Ryan, Helen Grace; Massa-McKinley, Ryan
Titel	Assessment Matters: The Why and How of Cracking Open and Using Assessment Results
Quelle	In: About Campus, 13 (2008) 2, S.29-32 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.250
Schlagwörter	Higher Education; Data Analysis; Cooperation; National Surveys; Student Personnel Workers; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Auswertung; Co-operation; Kooperation
Abstract	The authors interviewed two dozen educators at several institutions who were responsible for administration of the survey on their campus to better understand how data from the National Survey of Student Engagement (NSSE) were (or were not) being used. The project managers they interviewed had successfully used strategies to make sense of NSSE data (although all believed they could have done even more with sufficient time). All shared a strong interest in using NSSE data to develop a richer understanding of how their institution could better serve students. While there is no one-size-fits-all approach to using NSSE data most effectively, the authors believe that their findings offer a reasonable starting place for campuses interested in acting on their results. The five most transferable themes from the interviews are: (1) collaborating and communicating about results; (2) using additional data for triangulation; (3) using data to learn more about students; (4) using data to demonstrate goal achievement; and (5) enhancing the first-year experience. (Contains 3 notes.) (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10