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Journal of Assessment and Institutional Effectiveness最新文献

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The Eyes and Ears of Engagement: 参与的眼睛和耳朵:
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-08-01 DOI: 10.5325/jasseinsteffe.2.2.196
C. Naser, Karen Donoghue, Stephanie Burrell
{"title":"The Eyes and Ears of Engagement:","authors":"C. Naser, Karen Donoghue, Stephanie Burrell","doi":"10.5325/jasseinsteffe.2.2.196","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.2.2.196","url":null,"abstract":"\u0000 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":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84661260","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}
引用次数: 0
Assessing Academic/Intellectual Skills in Keene State College’s Integrative Studies Program 评估基恩州立大学综合研究项目的学术/智力技能
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-08-01 DOI: 10.5325/JASSEINSTEFFE.2.2.0211
A. Rancourt
{"title":"Assessing Academic/Intellectual Skills in Keene State College’s Integrative Studies Program","authors":"A. Rancourt","doi":"10.5325/JASSEINSTEFFE.2.2.0211","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.2.2.0211","url":null,"abstract":"Key to the design of Keene State College’s Integrative Studies Program (ISP) was the intention to create a program based on a conceptual framework. The framework came from AAC&U’s Greater Expectations Report (2002) in which the essential learning outcomes for a liberal education were identified. In 2007 the program was implemented. The program has three sets of outcomes (intellectual skills, perspectives and interdisciplinary outcomes, and integrative outcomes). The focus of this article will be on the development of our process and on the assessment of intellectual skills.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"39 1","pages":"211 - 262"},"PeriodicalIF":0.0,"publicationDate":"2012-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81407102","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}
引用次数: 2
First-Year Experience: 第一年的经验:
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-08-01 DOI: 10.5325/JASSEINSTEFFE.2.2.0143
Michael Ben-Avie, M. Kennedy, C. Unson, Jinhong Li, Richard L. Riccardi, R. Mugno
{"title":"First-Year Experience:","authors":"Michael Ben-Avie, M. Kennedy, C. Unson, Jinhong Li, Richard L. Riccardi, R. Mugno","doi":"10.5325/JASSEINSTEFFE.2.2.0143","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.2.2.0143","url":null,"abstract":"\u0000 In 2007 Southern Connecticut State University initiated a comprehensive First-Year Experience program to promote student engagement, improve academic competencies, and boost retention rates. The program included a revamped orientation, mandatory learning communities, increased academic support, and increased campus involvement. While all students participated in these components, only 50 percent of students were enrolled in a first-year seminar. Seminar participants demonstrated significantly higher rates of retention, higher GPAs, and more credits earned than nonseminar students. These effects were still evident after three years. This study identified a psychological-educational factor—future orientation—as an important factor for explaining the difference in outcomes.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90294764","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}
引用次数: 2
Writing Assessment in the Humanities: 人文学科写作评估:
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-08-01 DOI: 10.5325/jasseinsteffe.2.2.171
Jason M. Barrett
{"title":"Writing Assessment in the Humanities:","authors":"Jason M. Barrett","doi":"10.5325/jasseinsteffe.2.2.171","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.2.2.171","url":null,"abstract":"\u0000 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":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90386301","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}
引用次数: 0
Editor's Note 编者按
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-02-23 DOI: 10.1353/ner.2020.0072
George Anthony Peffer
{"title":"Editor's Note","authors":"George Anthony Peffer","doi":"10.1353/ner.2020.0072","DOIUrl":"https://doi.org/10.1353/ner.2020.0072","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"6 1","pages":"vii - viii"},"PeriodicalIF":0.0,"publicationDate":"2012-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82347172","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}
引用次数: 0
Case Study: 案例研究:
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-01-01 DOI: 10.5325/jasseinsteffe.2.1.77
Judy Zubrow
{"title":"Case Study:","authors":"Judy Zubrow","doi":"10.5325/jasseinsteffe.2.1.77","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.2.1.77","url":null,"abstract":"This case study of a public, multicampus college in New Hampshire contributes to the growing body of literature about the role of part-time or adjunct faculty in program assessment. The study takes a historical look at the college's progress in engaging its part-time faculty over a period of thirteen years via administrative and faculty leadership, course-embedded assessments, multidisciplinary scoring teams, and grant-funded resources. Emphasis is placed on initiatives that assess core competencies across the curriculum. Building on part-time faculty's commitment to their classrooms, systematic reflection on teaching and learning emerges as the most meaningful and, therefore, motivating reason for adjunct faculty to engage in program assessment.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87715159","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}
引用次数: 0
A Work in Progress: Charter Oak's Model of Student Assessment and Accountability for Nontraditional Institutions 一项正在进行的工作:Charter Oak的非传统机构学生评估和问责模式
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-01-01 DOI: 10.5325/jasseinsteffe.2.1.103
Shirley M. Adams
{"title":"A Work in Progress: Charter Oak's Model of Student Assessment and Accountability for Nontraditional Institutions","authors":"Shirley M. Adams","doi":"10.5325/jasseinsteffe.2.1.103","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.2.1.103","url":null,"abstract":"This article demonstrates the expansion of the assessment program at Charter Oak State College in measuring and improving student learning. The strength of the Charter Oak assessment process and, indeed, the quality of its educational programs is largely the result of Charter Oak's unique faculty structure. The \"core faculty,\" recruited from the full-time faculties at two- and four-year higher education institutions in Connecticut, recommend policy and program enhancements, advise and mentor students, and serve as members of the assessment committee. Charter Oak's online teaching faculty members are selected based on their academic and practical expertise. Most teach at colleges and universities throughout the United States. While Charter Oak does not itself employ full-time faculty, both the core faculty and the online faculty participate actively in the assessment process.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"111 1","pages":"103 - 136"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80689892","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}
引用次数: 0
Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment: Implications for Institutional Accountability 考试时间、学生动机和大学学习评估的表现:对机构问责制的影响
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-01-01 DOI: 10.5325/JASSEINSTEFFE.2.1.0055
Braden J. Hosch
{"title":"Time on Test, Student Motivation, and Performance on the Collegiate Learning Assessment: Implications for Institutional Accountability","authors":"Braden J. Hosch","doi":"10.5325/JASSEINSTEFFE.2.1.0055","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.2.1.0055","url":null,"abstract":"This article examines how the amount of time students spend on a low-stakes test, motivation, and local test administration procedures represent problematic intervening variables in the measurement of student learning. Results from successive administrations of the Collegiate Learning Assessment at a public comprehensive university reveal wide year-to-year variations in student performance that may be related to effort rather than cognitive ability. Findings call into question the efficacy of low-stakes testing to measure educational achievement or institutional effectiveness for accountability purposes.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"123 1","pages":"55 - 76"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77713850","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}
引用次数: 19
Assessment of Critical Thinking: 批判性思维评估:
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-01-01 DOI: 10.5325/jasseinsteffe.2.1.1
Sean A. Mckitrick, Sean M. Barnes
{"title":"Assessment of Critical Thinking:","authors":"Sean A. Mckitrick, Sean M. Barnes","doi":"10.5325/jasseinsteffe.2.1.1","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.2.1.1","url":null,"abstract":"\u0000 Ensuring university students' ability to demonstrate and express critical thinking through competent writing is vital to students' future success. In this article, the authors describe one university's efforts to respond to external pressures to assess the critical-thinking skills of upper-division students, presenting the implementation of a critical-thinking assessment strategy through the lenses of three distinct stages of development, arguing that the successful assessment of critical thinking requires the acceptance of and patience with an evolutionary approach to implementation. They conclude with a discussion of what factors appear to be necessary conditions for the successful implementation of critical-thinking assessment in practice.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78605574","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}
引用次数: 0
Measuring Educational Gains from Participation in Intensive Co-Curricular Experiences at Bridgewater State University 衡量参与布里奇沃特州立大学强化联合课程体验的教育收益
Journal of Assessment and Institutional Effectiveness Pub Date : 2012-01-01 DOI: 10.5325/JASSEINSTEFFE.2.1.0030
Cathryn G. Turrentine, T. Esposito, Michael D. Young, D. D. Ostroth
{"title":"Measuring Educational Gains from Participation in Intensive Co-Curricular Experiences at Bridgewater State University","authors":"Cathryn G. Turrentine, T. Esposito, Michael D. Young, D. D. Ostroth","doi":"10.5325/JASSEINSTEFFE.2.1.0030","DOIUrl":"https://doi.org/10.5325/JASSEINSTEFFE.2.1.0030","url":null,"abstract":"The purpose of this study was to assess the educational value of cumulative participation over four years in intensive co-curricular experiences at Bridgewater State University in Massachusetts. We compared responses to the National Survey for Student Engagement (NSSE) institutional-contribution-to-gains and satisfaction items for 103 senior co-curricular participants and a matched group of nonparticipants. Participants reported significantly greater gains than their nonparticipant peers in nine areas of personal development, with moderate-effect sizes on developing a personal code of values/ethics and contributing to the welfare of your community, and smaller-effect sizes for the seven remaining areas. Among co-curricular participants, the number of years of co-curricular experience was significantly and positively correlated with gains in understanding people of other racial/ethnic backgrounds, deepened sense of spirituality, and agreement that if they had it to do over they would choose the same institution. This study provides a model for assessing the value of out-of-class experiences, while addressing common challenges with such assessments.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"43 1","pages":"30 - 54"},"PeriodicalIF":0.0,"publicationDate":"2012-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80071977","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}
引用次数: 5
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