Foreword By Ralph A. Wolff
240 pages
152 x 228mm
ISBN-10: 1 57922 141 6
ISBN-13: 978 1 57922 141 6
October 2006
Published by Stylus Publishing, LLC
Imprint: Stylus Publishing
Subject: Higher Education
Description:
This book offers far more than an introduction to the principles of assessment of student learning outcomes in the context of program review. Within a clearly structured framework, it systematically shares the good practices of some forty institutions recognized by independent scholars for their improvements in teaching/learning, research, and service to offer examples and ideas for others to learn from and adapt. While the book focuses on assessment of the teaching mission, these same practices apply equally to student affairs, service and research activities.
This book is intended for faculty, administrators and staff responsible for implementing and sustaining outcomes-based assessment program review. It aims to help them understand the 'what', 'why' and 'how' of outcomes-based assessment program review. Rather than adopting a prescriptive approach, it provides a rich array of case studies and ideas as a basis for reflection and discussion to help institutions develop solutions that are appropriate to their own missions and cultures.
This book answers such questions as what does good outcomes-based assessment program review practice look like from an institutional perspective? How have others initiated and conducted the process? Why did they choose their particular approaches; and who is doing replicable work? It links effective assessment practices with cyclical program review so that the single process of outcomes-based assessment informs many purposes: program review, strategic planning, professional accreditation, institutional accreditation, and possibly even the assessment of general education.
This book illustrates the components of outcomes-based assessment program review, presents the criteria for identifying good practices and suggests steps for implementing a sustainable outcomes-based assessment program--and does so in a way that will engage readers in critical inquiry about what works well and what needs to be improved.
Contents:
Foreword
I. Understandings of Assessment and the Scope of this Book
II. Why Outcomes-Based Undergraduate Academic Program Review is so important to the Future of Higher Education
III. Overview of Outcomes-Based Assessment Program Review; IV. Criteria for Good Practices of Outcomes-Based Assessment Education
V. Key Questions to Consider when Implementing your Good Practice Outcomes-Based Program Review
VI. Overcoming Barriers to Implementing Outcomes-Based Assessment Program Review
VII. Recommendations for Future Considerations for Implementing Outcomes-Based Program Review Components and Evaluating their Effectiveness; References
Appendices
Appendix A: General Descriptions of Each Good Practice Institution
Appendix B: Definitions of Outcomes Based Assessment
Appendix C: Conceptual Frameworks for Outcomes-Based Program Review
Appendix D: Common Operational Language for Outcomes-Based Program Review
Appendix E: Outcomes-Based Assessment Program Review Guidelines
Appendix F: Outcomes-Based Assessment Program Review Templates
Appendix G-1: Primary Trait Analysis Scoring Guide I
Appendix G-2: Primary Trait Analysis Scoring Guide II
Appendix H: Matrix for Aligning Accreditation with Program Review Deadlines
Appendix I: Example of a Concept Map
Appendix J: A Description of Alverno College's Outcomes-Based Assessment Program Review
Appendix K: Sample Meta-Assessment Rubrics
Author: Marilee J. Bresciani is Assistant Vice President for Institutional Assessment and Visiting Associate Professor at Texas A&M University.
