The state of learning outcomes assessment in the United States:
Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredit...
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| Format: | Elektronisch Buchkapitel |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2010
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| Schlagworte: | |
| Online-Zugang: | DE-384 DE-473 DE-824 DE-29 DE-739 DE-355 DE-20 DE-1028 DE-1049 DE-521 DE-861 DE-898 DE-92 DE-91 DE-573 DE-19 URL des Erstveröffentlichers |
| Zusammenfassung: | Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States. Three-quarters of institutions have established learning outcomes for all their students, a necessary first step in the assessment cycle. Most schools are using a combination of institution-level and programme-level assessments. Quality assurance requirements in the form of regional and specialised accreditation, along with an institutional commitment to improve, are the primary drivers of assessment. While there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning. The paper closes with recommendations for various groups that can advance the assessment and institutional improvement agenda |
| Beschreibung: | 1 Online-Ressource (20 Seiten) |
| DOI: | 10.1787/hemp-22-5ks5dlhqbfr1 |
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| 520 | |a Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States. Three-quarters of institutions have established learning outcomes for all their students, a necessary first step in the assessment cycle. Most schools are using a combination of institution-level and programme-level assessments. Quality assurance requirements in the form of regional and specialised accreditation, along with an institutional commitment to improve, are the primary drivers of assessment. While there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning. The paper closes with recommendations for various groups that can advance the assessment and institutional improvement agenda | ||
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| spelling | Kuh, George D... Verfasser aut The state of learning outcomes assessment in the United States George D. Kuh and Peter T. Ewell Paris OECD Publishing 2010 1 Online-Ressource (20 Seiten) txt rdacontent c rdamedia cr rdacarrier Worldwide, economic and other factors are pressing institutions of higher education to assess student learning to insure that graduates acquire the skills and competencies demanded in the 21st century. This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States. Three-quarters of institutions have established learning outcomes for all their students, a necessary first step in the assessment cycle. Most schools are using a combination of institution-level and programme-level assessments. Quality assurance requirements in the form of regional and specialised accreditation, along with an institutional commitment to improve, are the primary drivers of assessment. While there is considerable assessment activity going on, it does not appear that many institutions are using the results effectively to inform curricular modifications or otherwise to enhance teaching and learning. The paper closes with recommendations for various groups that can advance the assessment and institutional improvement agenda Education United States Ewell, Peter T... ctb https://doi.org/10.1787/hemp-22-5ks5dlhqbfr1 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Kuh, George D.. The state of learning outcomes assessment in the United States Education United States |
| title | The state of learning outcomes assessment in the United States |
| title_auth | The state of learning outcomes assessment in the United States |
| title_exact_search | The state of learning outcomes assessment in the United States |
| title_exact_search_txtP | The state of learning outcomes assessment in the United States |
| title_full | The state of learning outcomes assessment in the United States George D. Kuh and Peter T. Ewell |
| title_fullStr | The state of learning outcomes assessment in the United States George D. Kuh and Peter T. Ewell |
| title_full_unstemmed | The state of learning outcomes assessment in the United States George D. Kuh and Peter T. Ewell |
| title_short | The state of learning outcomes assessment in the United States |
| title_sort | the state of learning outcomes assessment in the united states |
| topic | Education United States |
| topic_facet | Education United States |
| url | https://doi.org/10.1787/hemp-22-5ks5dlhqbfr1 |
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