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Author: H. Russell Searight
Publisher: Cambridge Scholars Publishing
ISBN: 1036406598
Category : Education
Languages : en
Pages : 144
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Book Description
Assessment requirements in universities have become nearly universal. Evaluation efforts typically focus on documenting student and program learning outcomes. Despite being framed as tools for enhancing educational quality, decades of assessment efforts suggest that this goal is not being met. This critique is contextualized within broader social-historical shifts in higher education, pointing out how assessment practices have paralleled trends toward corporatization and heightened administrative oversight. Many assessment professionals adopted methodologies from behavioural science and educational measurement, while neglecting essential measurement principles, resulting in data quality issues. Existing assessment measures often exhibit questionable reliability and validity, undermining their effectiveness. This book suggests that the prevalent summative approach to course objectives may not be the best method for improving instruction or assessing student learning. Alternatives such as research derived from the Scholarship of Teaching and Learning and qualitative, formative assessments may yield more meaningful, quality-driven information.
Author: H. Russell Searight
Publisher: Cambridge Scholars Publishing
ISBN: 1036406598
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
Assessment requirements in universities have become nearly universal. Evaluation efforts typically focus on documenting student and program learning outcomes. Despite being framed as tools for enhancing educational quality, decades of assessment efforts suggest that this goal is not being met. This critique is contextualized within broader social-historical shifts in higher education, pointing out how assessment practices have paralleled trends toward corporatization and heightened administrative oversight. Many assessment professionals adopted methodologies from behavioural science and educational measurement, while neglecting essential measurement principles, resulting in data quality issues. Existing assessment measures often exhibit questionable reliability and validity, undermining their effectiveness. This book suggests that the prevalent summative approach to course objectives may not be the best method for improving instruction or assessing student learning. Alternatives such as research derived from the Scholarship of Teaching and Learning and qualitative, formative assessments may yield more meaningful, quality-driven information.
Author: Brendan Cantwell
Publisher: Edward Elgar Publishing
ISBN: 1786435020
Category : Education
Languages : en
Pages : 559
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Book Description
Understanding the politics of Higher Education is becoming more important as the sector is increasingly recognised as a vital source of innovation, skills, economic prosperity, and personal wellbeing. Yet key political differences remain over such issues as who should pay for higher education, how should it be accountable, and how we measure its quality and productivity. Particularly, are states or markets the key in helping to address such matters. The Handbook provides framing perspectives and perspectives, chapters on funding, governance and regulation, and pieces on the political economy of higher education and on the increased role of external stakeholders and indicators.
Author: Stephen James Marshall
Publisher: Springer
ISBN: 9811076200
Category : Education
Languages : en
Pages : 592
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Book Description
This book focuses on developing an understanding of the complex interplay of forces acting on individual universities and higher education systems to enable leaders and practitioners to take purposeful and strategic action. It explores the challenging landscape of higher education and the pressures that are reshaping the university as a societal institution, describing the complex interplay of technological, sociological, political and economic forces driving change. The issues analysed are global in scope, reflecting the diversity of contexts, but also the common nature of the challenges facing institutions individually and collectively. The analysis draws on the lessons learnt and evidence from over fifty organisational case studies undertaken by the author over the past decade, exploring organisational change in higher education institutions in New Zealand, Australia, the United States and the United Kingdom, and on his engagement as president of the ACODE organisation with colleagues responsible for learning technological change in Australasia. The book helps institutions respond to technological change purposefully, in ways that build upon a clear understanding of the complex nature of the existing institution, its students and the organisational context.
Author: Schreiner, Christopher S.
Publisher: IGI Global
ISBN: 1605666688
Category : Computers
Languages : en
Pages : 499
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Book Description
"This research publication accommodates in-depth studies that elucidate both the prospects and problems of learning assessment in higher education"--Provided by publisher.
Author: Bloxham, Sue
Publisher: McGraw-Hill Education (UK)
ISBN: 0335221076
Category : Education
Languages : en
Pages : 272
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Book Description
Provides comprehensive practical guidance on managing and improving assessment within higher education.
Author: Barbara A. Miller
Publisher: John Wiley & Sons
ISBN: 1119308216
Category : Education
Languages : en
Pages : 358
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Book Description
The book provides a full complement of assessment technologies that enable leaders to measure and evaluate performance using qualitative and quantitative performance indicators and reference points in each of seven areas of organizational performance. While these technologies are not new, applying them in a comprehensive assessment of the performance of both academic and administrative organization in higher education is a true innovation. Assessing Organizational Performance in Higher Education defines four types of assessment user groups, each of which has unique interest in organizational performance. This offers a new perspective on who uses performance results and why they use them. These varied groups emphasize that assessment results must be tailored to fit the needs of specific groups, that “one-size-fits-all” does not apply in assessment. An assessment process must be robust and capable of delivering the right information at the right time to the right user group.
Author: Chris Morgan
Publisher: Routledge
ISBN: 1000144186
Category : Education
Languages : en
Pages : 252
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Book Description
Research has indicated that assessment is a key factor in student learning. This book details the issues of assessment in the open and distance learning field, where changes in budgets, the location and environment of the students and other factors have prompted innovations in assessment.
Author: Ellen Hazelkorn
Publisher: Edward Elgar Publishing
ISBN: 178536975X
Category : Education
Languages : en
Pages : 613
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Book Description
As higher education becomes a key determinant for economic competitiveness, institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Blending innovative research with richly contextualised examples this unique Research Handbook provides authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education.
Author: Peter Hernon
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 255
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Book Description
This book discusses recent trends in outcomes assessment, examines how state governments are reshaping the national discussion with higher education, and explains how libraries must respond to these changes. Higher Education Outcomes Assessment for the Twenty-first Century focuses on recent developments in outcomes assessment, especially from the perspectives of the federal government and state governments, as well as foundations concerned about the state of higher education. The authors identify the significant changes that these stakeholders call for—information that academic librarians and anyone following outcomes assessment need to be aware of—and interpret the discussions to identify implications for libraries. Building upon the foundation of knowledge presented in the previous two Libraries Unlimited Outcomes Assessment in Higher Education titles, this book provides readers with up-to-date coverage of topics such as the emerging metrics used to define student and institutional success; the increased importance of accountability and the need to compare and assess the performance of programs and institutions rather than individual courses; and the shift in prioritizing student outcomes over student learning outcomes. The authors also spotlight the critical need for libraries to fit their role within the national discussion and suggest ways in which library managers and directors can play a role in redirecting the discussion to their benefit.
Author: Inoue-Smith, Yukiko
Publisher: IGI Global
ISBN: 1799840379
Category : Education
Languages : en
Pages : 407
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Book Description
The mission of higher education in the 21st century must focus on optimizing learning for all students. In a shift from prioritizing effective teaching to active learning, it is understood that computer-enhanced environments provide a variety of ways to reach a wide range of learners who have differing backgrounds, ages, learning needs, and expectations. Integrating technology into teaching assumes greater importance to improve the learning experience. Optimizing Higher Education Learning Through Activities and Assessments is a collection of innovative research that explores the link between effective course design and student engagement and optimizes learning and assessments in technology-enhanced environments and among diverse student populations. Its focus is on providing an understanding of the essential link between practices for effective “activities” and strategies for effective “assessments,” as well as providing examples of course designs aligned with assessments, positioning college educators both as leaders and followers in the cycle of lifelong learning. While highlighting a broad range of topics including collaborative teaching, active learning, and flipped classroom methods, this book is ideally designed for educators, curriculum developers, instructional designers, administrators, researchers, academicians, and students.
