This book is about student success and how to support and improve it. It takes as its point of departure that we--as faculty, assessment directors, student affairs professionals, and staff--reflect together in a purposeful and informed way about how our teaching, curricula, the co-curriculum, and assessment work in concert to support and improve student learning and success. It also requires that we do so in collaboration with our colleagues and our students for the rich insights that we gain from them. Conversational in style, this book offers a wide variety of illustrations of how your peers are putting assessment into practice in ways that are meaningful to them and their institutions, and that lead to improved student learning. The authors provide rich guidance for activities ranging from everyday classroom teaching and assessment to using assessment to improve programs and entire institutions. The authors envisage individual faculty at four-year institutions and community colleges as their main audience, whether those faculty are focused on their own classes or support their colleagues through leadership roles in assessment. If you plan to remain focused on your own courses and students, you will find that those sections of this book will help you better understand why and how assessment leaders do what they do, which in turn will make your participation in assessment more engaging and increase your expertise in facilitating student learning. Because the authors also aim to strengthen connections between the curriculum and co-curriculum and include examples of co-curricular assessment, student affairs professionals and staff interested in doing the same will also find ideas in this book relevant to their work. Opening with a chapter on equity in assessment practice, so critical to learning from and benefitting our diverse students, the authors guide you through the development and use of learning outcomes, the design of assignments with attention to clear prompts and rubrics, and the achievement of alignment and coherence in pedagogy, curriculum, and assessment to better support student engagement, achievement and success. The chapter on using student evidence for improvement offers support, resources, and recommendations for doing so, and demonstrates exciting uses of student wisdom. The book concludes by emphasizing the importance of reflection in assessment practices--offering powerful examples and strategies for professional development--and by describing appropriate, creative, and effective approaches for communicating assessment information with attention to purpose and audience.
... Student Services helped to design and implement an action plan. The ultimate purpose was to: Align student support services' practices with EFC's mission and goals Incorporate best practices based on national standards Move toward more ...
In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every ...
In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides, proceedings of the 32nd annual conference of The Mathematics Education Research Group of Australasia, Vol. 1 (pp. 11–29). Palmerston North, New Zealand: Mathematics ...
This book makes the case for assessment of student learning as a vehicle for equity in higher education.
This is not to diminish the role of these tests as efficient and reasonable metrics for external audiences (e.g., ... 5.1 shows how formative assessment (assessment for learning) is part of a process that moves toward accountability.
... teachers often stop at figuring out what content to reteach or which students to help and are less likely to take the next step and decide on changes in instructional methods (Abrams & McMillan, 2013; Goertz, Oláh, & Riggan, 2009).
The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions.
Waltenbury, M., Brady, S., Gallo, M., Redmond, N., Draper, S., & Fricker, T. (2018). Academic probation: Evaluating the impact of academic standing notification letters on students. Toronto, Ontario: Higher Education Quality Council of ...
Wallace, S. Walter S. Johnson Foundation, The Wambach, C. A. Washington Center for Improving the Quality of Undergraduate Education Washington State Board for Community and Technical Colleges, Waycaster, P. Weimer, M. Weinbaum, ...
This book highlights the exigency of student success and how higher education institutions are addressing this call.