69:, an advocate for student access and success, has written that the system evolved in a way that “prevents rather than leads to the type of quality assurance that has student work at the center.” Erik Gilbert, a professor of history, argued that assessment in higher education has little effect on educational quality and that accrediting agencies require institutions to invest time and resources in collecting data that is not useful for improving student learning.
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Director of the
National Institute of Outcomes Assessment, described the current state of assessment as a “hot mess” and allowed that, “here are good reasons why faculty hate it. It's real and it's earned." In January 2020, the professional association of campus assessment professionals adopted a "foundational statement" intended to clarify the profession's purpose.
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Advocates of assessment insisted that colleges should be able to distill their intended student learning outcomes into statements and related data at the level of the course, each program or major, and for the institution overall. The internal process of analyzing and discussing the evidence about
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established a subcommittee, chaired by David
Eubanks, to examine how accrediting agencies approach the assessment of student success. The subcommittee found that federal and accreditor standards it examine did not require expensive and bureaucratic monitoring approaches. Instead, the subcommittee
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Some leading assessment practitioners have been critical of common practices in the field. David
Eubanks, an assessment director, has observed that sample sizes in most course- and program-level assessments are so low that they cannot provide meaningful information. In 2019, Natasha Jankowski,
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to improve student learning. They envisioned that colleges would identify measurable and clear descriptions of intended learning, gather evidence to determine whether students' actual learning matched the expectations, and use the collected information to improve teaching and student support.
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was a reform movement that emerged in the United States in the early 2000s to spur improved learning in higher education through regular and systematic measurement. The campaign was a higher education corollary to the standardized testing required in K-12 schools by the
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Institutions of higher education implemented systems of creating, collecting, and reporting in response to increased demands from accrediting agencies, which had promoted the concept as necessary to satisfy political demands for accountability, including from
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The growth of demands for campus assessment data contributed to an industry of software products offered to colleges. In 2019 one professional association catalogued more than 60 assessment-related technology products offered by vendors to schools.
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24:. By the latter 2010s the bureaucratic demands of assessment advocates were being reconsidered in higher education even by some of those who had played a major part in promoting them.
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pointed to peer reviewers with inflexible expectations as creating an impression that has sometimes steered colleges in unproductive directions.
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criticized the assessment profession for creating an elaborate, expensive, "bureaucratic behemoth" lacking an empirical foundation.
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Advocates of systematic assessment in higher education promoted it as a process that would use
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what students know and can do would transform teaching and learning for the better.
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384:"Advocates for student learning assessment say it's time for a different approach"
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opinion piece titled "The
Misguided Drive to Measure Learning Outcomes,"
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Liberal
Education, Association of American Colleges & Universities
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National
Advisory Committee on Institutional Quality and Improvement
318:"Scope, Cost, or Speed: Choose Two—The Iron Triangle of Assessment"
359:"Guest Post: Reclaiming Assessment's Promise | Inside Higher Ed"
175:
Classroom
Assessment Techniques: A Handbook for College Teachers
102:"Toward an Improvement Paradigm for Academic Quality"
240:"The Misguided Drive to Measure 'Learning Outcomes'"
292:"Does Assessment Make Colleges Better? Who Knows?"
135:Assessing Academic Programs in Higher Education
316:Blaich, Charles; Wise, Kathleen (2018-07-04).
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173:Angelo, Thomas; Cross, K. Patricia (1993).
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322:Change: The Magazine of Higher Learning
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53:Criticism of the assessment movement
112:from the original on April 25, 2021
28:Assessment as promoted by advocates
227:from the original on May 16, 2020.
177:. San Francisco: CA: Josses-Bass.
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382:Lederman, Doug (April 17, 2019).
357:Eubanks, David (April 17, 2019).
296:The Chronicle of Higher Education
215:"Assessment-Related Technologies"
198:Stevens, D.D.; A.J. Levi (2013).
478:Educational evaluation methods
473:Higher education accreditation
431:U.S. Department of Education.
137:. San Francisco: Jossey-Bass.
100:Roscoe, Douglas (2017-03-03).
17:Assessment in higher education
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335:10.1080/00091383.2018.1509606
238:Worthen, Molly (2018-02-23).
454:U.S. Department of Education
447:"NACIQI Subcommittee Report"
433:"Archive of NACIQI meetings"
290:Gilbert, Erik (2015-08-14).
408:"Foundational Statement #1"
264:Shireman, Robert Shireman.
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160:Assessing Student Learning
213:NILOA (August 12, 2019).
22:No Child Left Behind Act
200:Introduction to Rubrics
388:www.insidehighered.com
363:www.insidehighered.com
158:Suskie, Linda (2004).
162:. Bolton, MA: Anker.
133:Allen, M.J. (2004).
39:Spellings Commission
202:. Sterling: Stylus.
244:The New York Times
76:In July 2020, the
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467:Categories
417:2021-05-17
393:2021-05-17
368:2021-05-17
184:1555425003
116:2021-05-09
85:References
57:In a 2018
344:0009-1383
301:10 April
275:10 April
249:16 April
222:Archived
110:Archived
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