This book challenges institutions and their programs to prioritize
the use of chronological assessment results to benefit enrolled
students in comparison with the more common practice of prolonged
assessment cycles that generally benefit future students. Peggy
Maki advocates for real-time assessment processes to identify
patterns of underperformance and obstacles that require timely
interventions for enrolled students to succeed. In tandem with the
sets of educational practices and policies that many institutions
have now undertaken to close achievement and graduation rates
across our diverse student demographics, such as developing clear
degree pathways, she calls on all higher education providers - if
they are to remain relevant and meet their social purpose in our
complex world - to urgently recalibrate their assessment processes
to focus on currently enrolled students' progress towards achieving
a high-quality degree, regardless of when they matriculate or
re-enter higher education. She demonstrates that we already have
sufficient examples and evidence to implement real-time assessment
of students as they progress through their studies. She draws on
the practices of specialized accredited programs, such as those in
the professions that assess in real time; on the experiences of
institutions that have adopted competency-based education; and on
the affordances of technologies that now provide faculty and
students with up-to-the-minute diagnostics. She identifies the six
principles necessary to implement a real-time assessment process,
illustrated by case studies of how campuses have operationalized
them to advance students' equitable progress towards achieving a
high-quality degree; and demonstrates the benefits of real-time
assessment compared to more future-oriented processes, among which
is engaging students in reflecting on their own progress along
their degree pathways. She advocates for the use of well documented
national outcomes-based frameworks such as Liberal Education and
America's Promise (LEAP), its aligned Valid Assessment of Learning
in Undergraduate Education scoring rubrics ( VALUE), the Degree
Qualifications Profile, and discipline-based outcomes assessments
to ensure high-quality degrees that meet well-defined standards and
criteria. She also identifies how data systems and technological
developments help to monitor closely and respond in time to
students' patterns of underperformance. The book is an urgent call
for higher education to achieve the values of equity, transparency
and quality it espouses; and ensure that all students graduate in a
timely fashion with the competencies they need to be active and
productive citizens.
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