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"
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