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While assessment may feel to constituents like an activity of
accountability simply for accreditors, it is most appropriate to
approach assessment as an activity of accountability for students.
Assessment results that improve institutional effectiveness,
heighten student learning, and better align resources serve to make
institutions stronger for the benefit of their students, and those
results also serve the institution or program well during the
holistic evaluation required through accreditation." - from the
foreword by Heather Perfetti, President of the Middle States
Commission on Higher Education Colleges and universities struggle
to understand precisely what is being asked for by accreditors, and
this book answers that question by sharing examples of success
reported by schools specifically recommended by accreditors. This
compendium gathers examples of assessment practice in twenty-four
higher education institutions: twenty-three in U.S. and one in
Australia. All institutions represented in this book were suggested
by their accreditor as having an effective assessment approach in
one or more of the following assessment focused areas: assessment
in the disciplines, co-curricular, course/program/institutional
assessment, equity and inclusion, general education, online
learning, program review, scholarship of teaching and learning,
student learning, or technology. These examples recommended by
accrediting agencies makes this a unique contribution to the
assessment literature. The book is organized in four parts. Part
One is focused on student learning and assessment and includes ten
chapters. The primary focus for Part Two is student learning
assessment from a disciplinary perspective and includes four
chapters. Part Three has a faculty engagement and assessment focus,
and Part Four includes four chapters on institutional effectiveness
and assessment, with a focus on strategic planning. This book is a
publication of the Association for the Assessment of Learning in
Higher Education (AALHE), an organization of practitioners
interested in using effective assessment practice to document and
improve student learning.
While assessment may feel to constituents like an activity of
accountability simply for accreditors, it is most appropriate to
approach assessment as an activity of accountability for students.
Assessment results that improve institutional effectiveness,
heighten student learning, and better align resources serve to make
institutions stronger for the benefit of their students, and those
results also serve the institution or program well during the
holistic evaluation required through accreditation." - from the
foreword by Heather Perfetti, President of the Middle States
Commission on Higher Education Colleges and universities struggle
to understand precisely what is being asked for by accreditors, and
this book answers that question by sharing examples of success
reported by schools specifically recommended by accreditors. This
compendium gathers examples of assessment practice in twenty-four
higher education institutions: twenty-three in U.S. and one in
Australia. All institutions represented in this book were suggested
by their accreditor as having an effective assessment approach in
one or more of the following assessment focused areas: assessment
in the disciplines, co-curricular, course/program/institutional
assessment, equity and inclusion, general education, online
learning, program review, scholarship of teaching and learning,
student learning, or technology. These examples recommended by
accrediting agencies makes this a unique contribution to the
assessment literature. The book is organized in four parts. Part
One is focused on student learning and assessment and includes ten
chapters. The primary focus for Part Two is student learning
assessment from a disciplinary perspective and includes four
chapters. Part Three has a faculty engagement and assessment focus,
and Part Four includes four chapters on institutional effectiveness
and assessment, with a focus on strategic planning. This book is a
publication of the Association for the Assessment of Learning in
Higher Education (AALHE), an organization of practitioners
interested in using effective assessment practice to document and
improve student learning.
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