By Gary L. Kramer, Randy L. Swing, Raymond Barclay, Trudy Bers, Bryan D. Bradley, Peter J. Gray, Coral Hanson, Trav D. Johnson, Jillian Kinzie, Thomas E. Miller, John Muffo, Danny Olsen, Russell T. Osguthorpe, John H. Schuh, Kay H. Smith, Vasti Torres
Greater schooling tests: management concerns displays the paintings of a pick out staff of researchers, students, and practitioners in larger schooling evaluate with the aim of settling on techniques that support senior campus leaders as they reply to the demanding situations of a altering monetary panorama and political weather. The individuals, specialists within the box, convey to the vanguard key concerns correct to advancing checks in better education-principles that culminate in enhancing pupil studying and improvement. Kramer and Swing offer a device for presidents, vice presidents, provosts, and deans to figure out which components of evaluate topic such a lot of their associations and the way they could degree growth in aligning claims with results. The members deftly handle evaluation in scholar affairs, documentation of pupil studying, pupil engagement to bridge learner results, review within the disciplines, exams that may rework a tradition, and placing scholars first as companions within the studying firm. In doing so, they've got desirous about what a campus president and his or her staff want to know and do to guide evaluate effectively on campus and as they set the tone for and facilitate institutional exams.
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Extra info for Higher Education Assessments: Leadership Matters (The American Council on Education Series on Higher Education)
Indd 3 8/10/10 2:10 PM 4 Trudy Bers and Randy L. Swing waters of leadership for measuring and using student learning outcomes to inform campus decisions. Some hesitation is understandable. The purpose of this chapter is to help leaders move beyond that hesitation by articulating important ways in which leaders both provide a context in which assessment is valued and ensure adequate support for a sustainable, cyclical, organized assessment program. We acknowledge that there are no onesize-fits-all solutions for successful learning outcomes assessments.
Learning outcomes reflect whether students have acquired the knowledge, skills, and even attitudes specified as objectives. In reality, the terms learning objectives and learning outcomes are often used interchangeably or are used differently from one institution to another. indd 11 8/10/10 2:10 PM 12 Trudy Bers and Randy L. Swing minimize confusion we urge institutions to adopt a consistent and common vocabulary and definitions for assessment-related terms. The faculty is central to the development of learning objectives.
Moreover, in this context, data become most helpful in constructing and understanding the underlying paradigms governing assessment in institutions. indd 27 8/11/10 7:24 AM 28 Gary L. Kramer, Coral Hanson, and Danny Olsen A careful reading of this chapter should inform the reader on what and how to change in leading toward stronger, more congruent assessments on the campus: ensuring that every measurement used is of value, even intentional, and that decisions driven by these data positively promote and improve student learning and development—the core purpose of assessments in higher education.