Revisiting outcomes assessment in higher education

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Title:

Author:

Hernon, Peter.

ISBN:

9781591582762

Publication Information:

Westport, Conn. : Libraries Unlimited, 2006.

Physical Description:

xvi, 456 p. : ill. ; 24 cm.

Contents:

Institutional mission-centered student learning / Accountabilitiy and quality improvement / Stakeholders of higher education institutional accountability / The assessment matrix : providing evidence of a sustainable commitment to student learning / Assessment strategies for institutional accountability / Design and methodological considerations / Methods of data collection / Managing electronic portfolios / The learning organization : assessment as an agent of change / Applying student learning outcomes to an educational program / An international perspective on educational excellence / Standardized learning outcomes : assessing and recording achievement in non-accredited adult education courses / Outcomes assessment in Canadian higher education / Information technology and outcomes assessment in higher education / Some techniques for outcomes assessment / Collaborating on information literacy / Developing an information literacy assessment instrument / Service quality : a perceived outcome for libraries / Future directions in outcomes assessment

Subject Term:

Education, Higher -- United States -- Evaluation.

Educational tests and measurements -- United States.

Added Author:

Hernon, Peter.

Dugan, Robert E., 1952-

Schwartz, Candy.

Electronic Access:

Table of contents http://www.loc.gov/catdir/toc/ecip061/2005029422.html

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168023650720	378.166 H558R 2006	1	Searching... Unknown
Searching... 1:IIEMSA	1:GEN-BOOK	33168023667625	378.166 H558R 2006	2	Searching... Unknown

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Summary

Revisiting Outcomes Assessment in Higher Education complements rather than updates Hernon and Dugan's 2004 Outcomes Assessment in Higher Education . As with its predecessor, it offers a cross-campus diversity of voices: contributors hail from various segments of higher education, including officers of institutional accreditation organizations, an academic vice president, academic deans, a higher education consultant, faculty members, and librarians. Individually, they shed light on how their corner of the higher education universe views, facilitates, and substantiates outcomes assessment. Together, they document what is known about outcomes assessment in the middle of the first decade of the new century, as institutions and their programs take ever firmer steps from anecdotal evidence to more rigorous diagnosis and reporting.

The current interest in outcomes assessment represents a major shift in recent decades in attitudes about evaluating education. Outcomes assessment deals not only with assessment, but with accountability, usually in terms of accomplishing goals defined as desirable by the institution in question. It questions the results of educational processes, and focuses the argument on what students, faculty, and administrators demonstrably do. Revisiting Outcomes Assessment in Higher Education complements rather than updates Hernon and Dugan's 2004 Outcomes Assessment in Higher Education . As with its predecessor, it offers a cross-campus diversity of voices: contributors hail from various segments of higher education, including officers of institutional accreditation organizations, an academic vice president, academic deans, a higher education consultant, faculty members, and librarians. Individually, they shed light on how their corner of the higher education universe views, facilitates, and substantiates outcomes assessment. Together, they document what is known about outcomes assessment in the middle of the first decade of the new century, as institutions and their programs take ever-firmer steps from anecdotal evidence to more rigorous diagnosis and reporting. For faculty, administrators, and librarians at all academic institutions; accreditation organizations and associations, including program accreditors; program officials in national associations; and other stakeholders, including members of state and other governments wanting to see what academe is doing to link accountability with continuous quality improvement.