Revisiting Outcomes Assessment in Higher Education complements
rather than updates Hernon and Dugan's 2004 Outcomes Assessment in
Higher Education. As with its predecessor, it offers a cross-campus
diversity of voices: contributors hail from various segments of
higher education, including officers of institutional accreditation
organizations, an academic vice president, academic deans, a higher
education consultant, faculty members, and librarians.
Individually, they shed light on how their corner of the higher
education universe views, facilitates, and substantiates outcomes
assessment. Together, they document what is known about outcomes
assessment in the middle of the first decade of the new century, as
institutions and their programs take ever firmer steps from
anecdotal evidence to more rigorous diagnosis and reporting. The
current interest in outcomes assessment represents a major shift in
recent decades in attitudes about evaluating education. Outcomes
assessment deals not only with assessment, but with accountability,
usually in terms of accomplishing goals defined as desirable by the
institution in question. It questions the results of educational
processes, and focuses the argument on what students, faculty, and
administrators demonstrably do. Revisiting Outcomes Assessment in
Higher Education complements rather than updates Hernon and Dugan's
2004 Outcomes Assessment in Higher Education. As with its
predecessor, it offers a cross-campus diversity of voices:
contributors hail from various segments of higher education,
including officers of institutional accreditation organizations, an
academic vice president, academic deans, a higher education
consultant, faculty members, and librarians. Individually, they
shed light on how their corner of the higher education universe
views, facilitates, and substantiates outcomes assessment.
Together, they document what is known about outcomes assessment in
the middle of the first decade of the new century, as institutions
and their programs take ever-firmer steps from anecdotal evidence
to more rigorous diagnosis and reporting. For faculty,
administrators, and librarians at all academic institutions;
accreditation organizations and associations, including program
accreditors; program officials in national associations; and other
stakeholders, including members of state and other governments
wanting to see what academe is doing to link accountability with
continuous quality improvement.
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