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E-grāmata: Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education

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Foreword by , (Ball State University), (Indiana UniversityPurdue University Indianapolis)
  • Formāts: EPUB+DRM
  • Izdošanas datums: 09-Sep-2014
  • Izdevniecība: Jossey-Bass Inc.,U.S.
  • Valoda: eng
  • ISBN-13: 9781118903650
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Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher EducationPalielināt
  • Formāts: EPUB+DRM
  • Izdošanas datums: 09-Sep-2014
  • Izdevniecība: Jossey-Bass Inc.,U.S.
  • Valoda: eng
  • ISBN-13: 9781118903650
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A comprehensive expansion to the essential higher education assessment text

This second edition of Assessment Essentials updates the bestselling first edition, the go-to resource on outcomes assessment in higher education. In this thoroughly revised edition, you will find, in a familiar framework, nearly all new material, examples from more than 100 campuses, and indispensable descriptions of direct and indirect assessment methods that have helped to educate faculty, staff, and students about assessment.

Outcomes assessment is of increasing importance in higher education, especially as new technologies and policy proposals spotlight performance-based success measures. Leading authorities Trudy Banta and Catherine Palomba draw on research, standards, and best practices to address the timeless and timeliest issues in higher education accountability. New topics include:

  • Using electronic portfolios in assessment
  • Rubrics and course-embedded assessment
  • Assessment in student affairs
  • Assessing institutional effectiveness

As always, the step-by-step approach of Assessment Essentials will guide you through the process of developing an assessment program, from the research and planning phase to implementation and beyond, with more than 100 examples along the way. Assessment data are increasingly being used to guide everything from funding to hiring to curriculum decisions, and all faculty and staff will need to know how to use them effectively. Perfect for anyone new to the assessment process, as well as for the growing number of assessment professionals, this expanded edition of Assessment Essentials will be an essential resource on every college campus.

List of Exhibits and Figures
xiii
Foreword xv
Jillian Kinzie
Preface xix
About the Authors xxiii
1 Defining Assessment
1(14)
Some Definitions
1(2)
Pioneering in Assessment
3(4)
Quality Assurance: An International Perspective
7(2)
Assessment Purposes
9(2)
Values and Guiding Principles
11(4)
2 The Essentials of Assessment
15(24)
Planning Effective Assessment
16(6)
Engaging Stakeholders
Establishing Purpose
Designing a Thoughtful Approach to Assessment Planning
Creating a Written Plan
Timing Assessment
Implementing Effective Assessment
22(9)
Providing Leadership
Selecting or Designing Data Collection Approaches
Providing Resources
Educating Faculty and Staff
Assessing Resources and Processes as Well as Outcomes
Sharing Findings
Improving and Sustaining Assessment
31(5)
Obtaining Credible Evidence
Ensuring the Use of Assessment Findings
Reexamining the Assessment Process
Additional Thoughts
36(3)
3 Engaging Faculty and Students in Assessment
39(26)
Involving Faculty in Assessment
41(13)
Faculty Responsibility
Assessment Resources for Faculty
Faculty Rewards
Maximizing the Role of Faculty and Faculty Acceptance
Some Stumbling Blocks in Understanding Assessment
The Nature of Resistance
Involving Students in Assessment
54(9)
Student Responsibility
Resources for Students
Student Rewards
Maximizing Student Acceptance of Assessment
Acting with Integrity
63(2)
4 Setting Expectations and Preparing to Select Measures
65(28)
Intentions for Learning: Goals, Objectives, Outcomes
65(4)
Defining Terms
Learning Taxonomies
Developing Statements of Expectations
69(4)
Statement Content
Curriculum Maps
Using Matrices and Other Tools Selecting Methods and Approaches
73(12)
Inventories of Existing Activities
Developing Criteria for Choosing Methods
An Overview of Methods
Use of Existing Information
Locally Developed versus Commercial Measures
Comparing Potential Methods to Criteria
Designing Instruments
85(2)
Recognizing the Uniqueness of Designing Instruments for Assessment
Enlisting Help from Campus Experts
Enhancing Instrument Reliability and Validity
Determining Approaches for Implementation
87(4)
Research Strategies
Identifying Eligible Participants
Sampling and Sample Size
Putting Everything Together
91(2)
5 Using Direct Measures
93(28)
Using Classroom Assignments for Outcomes Assessment
93(2)
Performance Assessment
95(5)
Types of Performance Assessment
Using Performance Measures for Outcomes Assessment
Designing Effective Assignments
Rubrics
100(4)
VALUE Rubrics
Some Rubric Issues
Aggregating Assessment Results in and across Courses
104(1)
Using Objective Tests for Outcomes Assessment
105(5)
Advantages and Disadvantages of Objective Tests
Developing Good Tests and Writing Good Items
Implications for Students
Electronic Portfolios
110(11)
Using E-Portfolios for Outcomes Assessment
Choices for E-Portfolios
Student Reflection
Scoring
Resources and Training
Feedback
Impact on Students
Using Results
Developing E-Portfolios
Appeal of Portfolios and Some Cautions
6 Using Indirect Assessment Methods
121(24)
Using Surveys in Assessment
121(11)
Topics for Assessment Surveys
Selecting and Using Various Target Groups
Response Types and Scales
Writing Survey Questions
Questionnaire Administration
National Surveys for Assessment
Using Focus Groups in Assessment
132(4)
Topics, Target Groups, and Participants
The Moderator's Role
Developing Questions and Summarizing Results
Other Considerations
Additional Indirect Methods
136(5)
Interviews
Written Materials
Documents and Records
Qualitative versus Quantitative Approaches
141(1)
Classroom Assessment Techniques
142(3)
7 Assessing Learning in the Major
145(22)
Capstone Experiences and Courses
146(4)
Capstone Experiences
Capstone Courses
Portfolios
150(2)
Experiential Education
152(8)
Internships
Service-Learning
Applied Projects
Group Work and Team-Building Skills
160(2)
Employer Involvement
162(3)
Employers as Assessors
Employers as Advisors
Employer Surveys
Intentional Learning
165(2)
8 Assessing Learning in General Education
167(26)
The Nature of General Education
167(3)
Assessment Choices and Issues
170(5)
Agreeing on Program Purposes and Learning Objectives
Selecting an Assessment Approach for General Education
Generating, Reporting, and Using Results
Using Commercial Instruments and the Voluntary System of Accountability
175(3)
Assessing Specific Aspects of General Education
178(11)
Critical Thinking and Problem Solving
Writing
Information Literacy
Oral Communication
Ethical Reasoning
Values and Attitudes
The Degree Qualifications Profile
189(1)
Assessing General Education Outcomes within the Major
190(3)
9 Assessing Student Learning and Program Effectiveness in Student Affairs
193(22)
Foundations for Assessment in Student Affairs
193(4)
Mission, Goals, and Objectives
197(2)
Goals and Objectives
Mapping Outcomes
Leadership and Preparation for Assessment in Student Affairs
199(5)
Committees, Offices, and Assessment Teams
Resources and Training
Assessment Frameworks, Models, and Diagrams
204(1)
Assessment Plans and Methods
205(3)
Planning Templates and Guides
Methods
Reporting and Sharing Results
208(2)
Reporting Templates
Evaluating Reports
Communicating Results
Ethical Behavior
210(2)
Improving Assessment
212(1)
Rewards for Assessment
212(3)
10 Analyzing, Reporting, and Using Assessment Results
215(26)
Helping Faculty and Staff Use Their Assessment Results
215(6)
Encouraging Reflection and Collaboration
Providing Mentors
Sharing Materials
Communicating about How Assessment Results Have Been Used
Linking Assessment Results to Important Processes
Assessment Reporting by Departments and Programs
221(4)
Outcomes
Methods
Findings
Action Plans
Follow-Up
Closing the Loop
Reflections on the Process
Summarizing Reports
225(1)
Managing Data
226(1)
Assessing Unit Reports
226(2)
Making the Process Transparent
228(1)
Institutional Assessment Reporting
229(5)
Theme Reports
Extracts for Colleges and Departments
Oral Reports
Comprehensive Reports
Institutional Data and Dashboards
Analyzing Assessment Information
234(5)
Descriptive and Comparative Information
Impact of Various Response Scales on Analysis
Qualitative Analysis
Multivariate Analysis
Data Mining and Learning Analytics
Displaying Results
239(1)
Other Considerations
240(1)
11 Assessing Institutional Effectiveness
241(22)
Linking Assessment and Institutional Planning: An Example
242(3)
Organizing to Assess Institutional Effectiveness
245(3)
Assessment Leaders
Assessment Committees
Leadership in Units
Central Offices
Planning and Institutional Improvement at IUPUI
248(4)
Testing Center
Office of Institutional Effectiveness
Office of Institutional Research
Office of Program Review
Office of the Economic Model
Administering an Assessment Plan
252(6)
Planning Levels
Using Assessment Information
Assessing and Facilitating Assessment
Considering Costs
258(1)
Linking Assessment to Other Valued Processes
259(4)
12 Summing Up
263(16)
A Time of Transition
263(2)
Current Practice
265(3)
Purposes
Assessment Approaches
Stakeholder Involvement
Technology
Continuing Challenges
268(11)
Assessment's Effect on Individual Students
Alternative Ways to Credential Students
Sharing Assessment Information and Results
Assessment Costs and Benefits
Finding a Home for Assessment
Creating a Culture of Assessment
References 279(32)
Name Index 311(6)
Subject Index 317
TRUDY W. BANTA is a professor of higher education and senior advisor to the chancellor for academic planning and evaluation at Indiana University-Purdue University Indianapolis. She is the founding editor of Assessment Update, a bimonthly periodical published by Jossey-Bass.

CATHERINE A. PALOMBA is director emeritus of assessment and institutional research at Ball State University.
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