Shifting From Alignment to Transformation: Crosswalk to Graduation Core...
In an effort to create a meaningful but reduced set of institutional core competencies, the Oregon Health & Science University (OHSU) Core Competency Project was developed. This paper reviews the...
View ArticleExperiential Learning Student Surveys: Indirect Measures of Student Growth
Kolb’s experiential learning cycle theorizes the process of learning through a hands-on experience. Although the Association of American Colleges and Universities (AAC&U) Valid Assessment of...
View ArticleA More Efficient Path to Learning Improvement: Using Repositories of...
Identifying evidence-informed programming (e.g., strategies, activities, pedagogies) facilitates both the intentional offering of programming that should “work” and the use of the outcomes assessment...
View ArticleConsidering the Effects of Assignment Choices on Equity Gaps
This paper examines students’ patterns of success in classes with high DFW rates at a research intensive university. We investigated whether certain assignment types were associated with inequitable...
View ArticlePsychometric Properties of the Faculty Encouragement Scale with First-year...
A Faculty Encouragement Scale (FES) was created to measure students’ perception of faculty encouragement (challenge-focused and potential-focused encouragement) in college. This paper reports the...
View ArticleVolume 16: Issue 1 – Full Issue
ARTICLES From the Editor – Nicholas A. Curtis The Next Ten Years: The Future of Assessment Practice? – David Eubanks, Keston Fulcher and Response by RPA Associate Editor Megan Good Shifting From...
View ArticleResponding to Twin Pandemics: Reconceptualizing Assessment Practices for...
The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher...
View ArticleThe Credibility of Inferences from Program Effectiveness Studies Published in...
Professional standards related to outcomes assessment call for student affairs professionals to use research to inform programming. If professionals are to rely on research to build programs that...
View ArticleMeta-Assessment of the Assessment Culture: Using a Formal Review to Guide...
Meta-assessment is a useful strategy to document assessment practices and guide efforts to improve the culture of assessment at an institution. In this study, a meta-assessment of undergraduate and...
View Article“What’s a good measure of that outcome?” Resources to find existing and...
When engaging in outcomes assessment, higher education professionals (i.e., faculty, student affairs educators) are expected to gather reliable data and make valid inferences. Decisions about how to...
View ArticleLarge-Scale Assessment During a Pandemic: Results from James Madison...
The COVID-19 pandemic posed many disruptions to higher education assessment in 2020. At James Madison University (JMU), ensuing modifications to long-standing, university-wide assessment necessitated...
View ArticleVolume 16: Issue 2 – Full Issue
ARTICLES From the Editor – Nicholas A. Curtis Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice – Alison Cook-Sather The Credibility of Inferences from Program...
View ArticleAdvancing Assessment of Learning in Higher Education as a Discipline:...
Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands...
View ArticleA Snapshot of Needed Skills and Dispositions through the Lens of Assessment...
What skills and dispositions are most important for higher education assessment professionals to be successful in their work? Emerging professionals and their instructors must be cognizant of what...
View ArticleDistributed Leadership for Assessment: Considerations for Individuals,...
Assessment takes place throughout the collegiate context involving a range of diverse individuals and they need to be valued, appreciated, and respected for their unique individual, disciplinary, and...
View ArticleFields, Professions, and Disciplines: Exploring Professional Identity in...
Assessment practitioners in higher education follow a variety of paths to their roles. Diverse preparation supports creative problem-solving in a changing educational landscape. However, it can also...
View ArticleVolume 17: Issue 2 – Full Issue
ARTICLES From the Editors – Gina B. Polychronopoulos & S. Jeanne Horst Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps – Jeremy D. Penn A...
View ArticleEquity-centered Assessment Practices: Survey Findings and Recommendations
The integration of equity into the assessment process is a prevalent topic in higher education with conferences devoting tracks and event themes to this concept. While popular, there has been little...
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