Pub Date : 2013-04-01DOI: 10.5325/JASSEINSTEFFE.3.2.0106
Jennifer A. Fielding, J. Hans, Frank Mabee, Kisha G. Tracy, A. Consalvo, Layne Craig
Information literacy is becoming widely established as an assessed and reportable student learning outcome in higher education, yet it is often poorly integrated into the undergraduate curriculum at points where applied knowledge in particular is measured. The current study discusses a collaboration between a librarian and several English Studies faculty to integrate information literacy content more thoroughly into an undergraduate foundational writing course and to assess information literacy outcomes in student artifacts from a pilot group versus a control group using an information literacy rubric. The results indicate that significant gains occurred in all aspects of information literacy when these concepts were broadly integrated into course content and reinforced at multiple points in the course.
{"title":"Integrated Information Literacy and Student Outcomes in Foundational First-Year Writing","authors":"Jennifer A. Fielding, J. Hans, Frank Mabee, Kisha G. Tracy, A. Consalvo, Layne Craig","doi":"10.5325/JASSEINSTEFFE.3.2.0106","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.2.0106","url":null,"abstract":"Information literacy is becoming widely established as an assessed and reportable student learning outcome in higher education, yet it is often poorly integrated into the undergraduate curriculum at points where applied knowledge in particular is measured. The current study discusses a collaboration between a librarian and several English Studies faculty to integrate information literacy content more thoroughly into an undergraduate foundational writing course and to assess information literacy outcomes in student artifacts from a pilot group versus a control group using an information literacy rubric. The results indicate that significant gains occurred in all aspects of information literacy when these concepts were broadly integrated into course content and reinforced at multiple points in the course.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"171 1","pages":"106 - 139"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73359608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.5325/JASSEINSTEFFE.3.2.0077
Mary E. Yakimowski, Michael P. Alfano
This action study embraces Stassen’s four principles for good practice in assessment in higher education by involving candidates of two programs—a teacher preparation program and an administrator preparation program—collaborating on an assessment project. Preservice teachers submitted “authentic” artifacts from their student-teaching experience (e.g., a videotaped lesson), while aspiring school leaders provided a detailed analysis using an assessment rubric. Results and lessons learned from this type of collaborative assessment are shared. The authors conclude by offering a model regarding how the four principles of best practice can be embedded in an assessment project that facilitates student learning.
{"title":"Can Principles of “Good Practice in Assessment” Work within Higher Education?: A Case Study of an Interdepartmental Assessment Exchange Project","authors":"Mary E. Yakimowski, Michael P. Alfano","doi":"10.5325/JASSEINSTEFFE.3.2.0077","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.2.0077","url":null,"abstract":"This action study embraces Stassen’s four principles for good practice in assessment in higher education by involving candidates of two programs—a teacher preparation program and an administrator preparation program—collaborating on an assessment project. Preservice teachers submitted “authentic” artifacts from their student-teaching experience (e.g., a videotaped lesson), while aspiring school leaders provided a detailed analysis using an assessment rubric. Results and lessons learned from this type of collaborative assessment are shared. The authors conclude by offering a model regarding how the four principles of best practice can be embedded in an assessment project that facilitates student learning.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"145 1","pages":"105 - 77"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88835970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.5325/JASSEINSTEFFE.3.2.0140
E. Yook, M. Kim
This study examines students’ after-session survey data collected between fall 2010 and fall 2012 from a communication center (n = 1,100) to investigate four types of independent variables: (1) consultants’ demographic variables such as female or male status and academic disciplines (language arts versus other disciplines), (2) length of consultation time and whether students received undivided attention, (3) suggestion categories (tapping suggestions on content, delivery, organization respectively), and (4) client willingness to return and client encouragement of others to use the center. Regression analyses provided new insight into predictors of student ratings of usefulness of suggestions and expertise of the consultant. Explanations for the results of the regression analyses are offered, and future directions for research are suggested. Further, implications of the findings on communication center staff hiring and training are suggested.
{"title":"Reflecting on Assessment Results to Inform Communication Center Tutor Training and Hiring","authors":"E. Yook, M. Kim","doi":"10.5325/JASSEINSTEFFE.3.2.0140","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.2.0140","url":null,"abstract":"This study examines students’ after-session survey data collected between fall 2010 and fall 2012 from a communication center (n = 1,100) to investigate four types of independent variables: (1) consultants’ demographic variables such as female or male status and academic disciplines (language arts versus other disciplines), (2) length of consultation time and whether students received undivided attention, (3) suggestion categories (tapping suggestions on content, delivery, organization respectively), and (4) client willingness to return and client encouragement of others to use the center. Regression analyses provided new insight into predictors of student ratings of usefulness of suggestions and expertise of the consultant. Explanations for the results of the regression analyses are offered, and future directions for research are suggested. Further, implications of the findings on communication center staff hiring and training are suggested.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"72 1","pages":"140 - 156"},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74802480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-04-01DOI: 10.5325/jasseinsteffe.3.2.157
Abdou Ndoye
This article presents results of a study on factors that contribute to successful learning outcomes assessment practices. This qualitative study uses the case study method to analyze factors of success in higher education programs. Interviews of faculty members reveal that factors such as communication, implementing assessment as a change initiative, and using a learning community approach are identified by study participants as the main facilitators of success.
{"title":"Promoting Learning Outcomes Assessment in Higher Education:","authors":"Abdou Ndoye","doi":"10.5325/jasseinsteffe.3.2.157","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.3.2.157","url":null,"abstract":"\u0000 This article presents results of a study on factors that contribute to successful learning outcomes assessment practices. This qualitative study uses the case study method to analyze factors of success in higher education programs. Interviews of faculty members reveal that factors such as communication, implementing assessment as a change initiative, and using a learning community approach are identified by study participants as the main facilitators of success.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89141888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-01DOI: 10.5325/JASSEINSTEFFE.3.1.0019
K. Royal, J. Gregg
Institutional researchers and assessment professionals are often interested in measuring change across time, especially with data that were obtained via survey research. Unfortunately, measuring change across time poses a number of rather significant problems. For instance, the functioning of the survey items and/or rating scale may change, even in instances where the same instrument was previously administered. This can alter the substantive meaning of the findings. Further, when raw scores are misused as measures, this poses additional problems due to ambiguous frames of reference. This article provides an overview of an alternative approach to objectively measuring change across time, and provides a demonstration of this useful technique.
{"title":"Objectively Measuring Change across Time in Higher Education Assessment","authors":"K. Royal, J. Gregg","doi":"10.5325/JASSEINSTEFFE.3.1.0019","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.1.0019","url":null,"abstract":"Institutional researchers and assessment professionals are often interested in measuring change across time, especially with data that were obtained via survey research. Unfortunately, measuring change across time poses a number of rather significant problems. For instance, the functioning of the survey items and/or rating scale may change, even in instances where the same instrument was previously administered. This can alter the substantive meaning of the findings. Further, when raw scores are misused as measures, this poses additional problems due to ambiguous frames of reference. This article provides an overview of an alternative approach to objectively measuring change across time, and provides a demonstration of this useful technique.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"149 1","pages":"19 - 32"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77611370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-01DOI: 10.5325/JASSEINSTEFFE.3.1.0054
C. Powell
The challenges and solutions to many regulatory initiatives in higher education trace back to the development of national and regional accrediting bodies and the public's cyclical outcries for consumer protection measures. National and regional accrediting bodies have both shaped and responded to recurrent crises of public confidence, and future solutions to the challenges of compliance and quality assurance in American higher education lie rooted in the history of the accreditation and assessment. This study explores the history and potential futures of regional and national accrediting agencies through an analysis of historical data and interviews with key decision-makers in academic institutions, lobbyists representing educational institutions, and leaders in accreditation agencies and regulatory affairs.
{"title":"Accreditation, Assessment, and Compliance:","authors":"C. Powell","doi":"10.5325/JASSEINSTEFFE.3.1.0054","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.1.0054","url":null,"abstract":"\u0000 The challenges and solutions to many regulatory initiatives in higher education trace back to the development of national and regional accrediting bodies and the public's cyclical outcries for consumer protection measures. National and regional accrediting bodies have both shaped and responded to recurrent crises of public confidence, and future solutions to the challenges of compliance and quality assurance in American higher education lie rooted in the history of the accreditation and assessment. This study explores the history and potential futures of regional and national accrediting agencies through an analysis of historical data and interviews with key decision-makers in academic institutions, lobbyists representing educational institutions, and leaders in accreditation agencies and regulatory affairs.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"485 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73052396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-01DOI: 10.5325/JASSEINSTEFFE.3.1.0033
Sarah F. Rosaen, R. A. Hayes, Marcus Paroske, D. M. De La Mare
A quasi-experimental design found that an induction of nonhierarchical dialogue, called meta-assessment, about general education assessment at the program level increases faculty commitment to assessment in comparison to a control group. Full- and part-time communication faculty participated in a seminar about assessment. Results indicate that both faculty groups felt comfortable bringing up negative and risky topics about assessment during the seminar. Attending the seminar, moreover, improved the communication faculties' attitudes, confidence, and understanding of assessment in comparison to the control department. Moreover, communication faculty continued to have higher confidence and understanding compared to the control after completing assessment.
{"title":"A Dialogic Approach to Implementing General Education Assessment at the Department Level","authors":"Sarah F. Rosaen, R. A. Hayes, Marcus Paroske, D. M. De La Mare","doi":"10.5325/JASSEINSTEFFE.3.1.0033","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.1.0033","url":null,"abstract":"A quasi-experimental design found that an induction of nonhierarchical dialogue, called meta-assessment, about general education assessment at the program level increases faculty commitment to assessment in comparison to a control group. Full- and part-time communication faculty participated in a seminar about assessment. Results indicate that both faculty groups felt comfortable bringing up negative and risky topics about assessment during the seminar. Attending the seminar, moreover, improved the communication faculties' attitudes, confidence, and understanding of assessment in comparison to the control department. Moreover, communication faculty continued to have higher confidence and understanding compared to the control after completing assessment.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"23 1","pages":"33 - 53"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79841056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-02-01DOI: 10.5325/JASSEINSTEFFE.3.1.0001
L. L. Chrystal, A. Gansemer-Topf, F. S. Laanan
Many four-year institutions are experiencing increasing enrollment of students transferring from two-year institutions. While many institutions collect quantitative data that illustrate enrollment, retention, and graduation rates of transfer students, little is known about the transfer-student transition experience. For this qualitative assessment, 22 traditional-age students who transferred from a two-year community college to a four-year institution were interviewed. Specifically, this assessment looked at reasons why students first enrolled at the community college, the mechanics of the transfer process, and academic and social integration. Student responses provide insight into how institutions can better support the transition and success of transfer students
{"title":"Assessing Students' Transition from Community College to a Four-Year Institution","authors":"L. L. Chrystal, A. Gansemer-Topf, F. S. Laanan","doi":"10.5325/JASSEINSTEFFE.3.1.0001","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.3.1.0001","url":null,"abstract":"Many four-year institutions are experiencing increasing enrollment of students transferring from two-year institutions. While many institutions collect quantitative data that illustrate enrollment, retention, and graduation rates of transfer students, little is known about the transfer-student transition experience. For this qualitative assessment, 22 traditional-age students who transferred from a two-year community college to a four-year institution were interviewed. Specifically, this assessment looked at reasons why students first enrolled at the community college, the mechanics of the transfer process, and academic and social integration. Student responses provide insight into how institutions can better support the transition and success of transfer students","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"9 1","pages":"1 - 18"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81095033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-18DOI: 10.5325/JASSEINSTEFFE.2.2.0196
C. Naser, Karen Donoghue, Stephanie Burrell
This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university’s schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention.
{"title":"The Eyes and Ears of Engagement: Using RAs to Assess Resident Engagement","authors":"C. Naser, Karen Donoghue, Stephanie Burrell","doi":"10.5325/JASSEINSTEFFE.2.2.0196","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.2.2.0196","url":null,"abstract":"This article analyzes the effectiveness of an effort to assess the extent of student engagement at Fairfield University through the assistance of resident assistants (RAs) and the adaptation of a methodology used by the university’s schools of engineering and education. Asking RAs to participate in an assessment of their residents provides several clear benefits: the assessment rubric sets clear expectations in plain language; the rubric sets out clear expectations to the residents; and the assessment data appear to be a valid indicator of student engagement and allow the institution to identify students who may benefit from additional counseling or attention.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"11 3 1","pages":"196 - 210"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84079542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-18DOI: 10.2307/jasseinsteffe.1.1.0059
Jason M. Barrett
This article examines methodological and institutional challenges for empirically measuring student performance on writing. Writing’s intrinsic subjectivity and the great variety of writing formats appropriate to diverse contexts raise fundamental questions about the empirical bias of the assessment culture taking root in U.S. higher education. At the same time, the academic training of humanist scholars, who typically have primary responsibility for writing pedagogy in universities, may predispose them to skepticism about assessment culture’s broader mission. This article narrates the process by which the Humanities Department at Lawrence Technological University implemented a writing assessment process designed to address these challenges and evaluates the data generated by this process.
{"title":"Writing Assessment in the Humanities: Culture and Methodology","authors":"Jason M. Barrett","doi":"10.2307/jasseinsteffe.1.1.0059","DOIUrl":"https://doi.org/10.2307/jasseinsteffe.1.1.0059","url":null,"abstract":"This article examines methodological and institutional challenges for empirically measuring student performance on writing. Writing’s intrinsic subjectivity and the great variety of writing formats appropriate to diverse contexts raise fundamental questions about the empirical bias of the assessment culture taking root in U.S. higher education. At the same time, the academic training of humanist scholars, who typically have primary responsibility for writing pedagogy in universities, may predispose them to skepticism about assessment culture’s broader mission. This article narrates the process by which the Humanities Department at Lawrence Technological University implemented a writing assessment process designed to address these challenges and evaluates the data generated by this process.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"1 1","pages":"171 - 195"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90937725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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