Why is it needed? According to Carolinda Douglass, Director of the Offi ce of Assessment Services (OAS), “A solid, positive culture of assessment is needed to help NIU address increasing demands in the way student learning is documented and measured. ” Dr. Stephen Zerwas, Director of the Offi ce of Academic Assessment at the University of North Carolina-Greensboro, says that “there are valid demands from external agencies to account for what we are doing in higher education. ” As educators, we should be able to provide evidence to parents, employers, legislators, and accreditin
IntroductionThe shift toward an assessment for learning culture includes assessment quality criteria...
Aim: To make assessment a fully integrated part of operations in order produce more data driven deci...
Academic libraries engage in assessment for a variety of reasons. Improving processes, responding t...
Competency of an educator is not limited to teaching skills and content expertise. As important as d...
As assessment work matures, campuses increasingly focus on how to develop structures and processes t...
A series of worldwide projects concerning assessment, student outcomes and quality in higher educati...
This exploratory study into assessment culture was designed to analyze the values, beliefs, and atti...
Abstract- EC2000 changes to ABET accreditation have emphasized outcomes-based assessment in engineer...
With increased demands for institutional accountability and improved student learning, involvement i...
Assessment practices are growing all over the NIU campus and increasingly more individuals have asse...
“Good teaching is inseparable from good assessing. The question, therefore, is not whether to evalua...
This study analyzed how three award-winning divisions of Student Affairs are using assessment to sho...
Understanding the hesitation felt by the many individuals not directly participating in the assessme...
The following explores the phenomenon of perceived organizational culture change resulting from invo...
A new era of legal education is upon us: Law schools are now required to assess learning outcomes ac...
IntroductionThe shift toward an assessment for learning culture includes assessment quality criteria...
Aim: To make assessment a fully integrated part of operations in order produce more data driven deci...
Academic libraries engage in assessment for a variety of reasons. Improving processes, responding t...
Competency of an educator is not limited to teaching skills and content expertise. As important as d...
As assessment work matures, campuses increasingly focus on how to develop structures and processes t...
A series of worldwide projects concerning assessment, student outcomes and quality in higher educati...
This exploratory study into assessment culture was designed to analyze the values, beliefs, and atti...
Abstract- EC2000 changes to ABET accreditation have emphasized outcomes-based assessment in engineer...
With increased demands for institutional accountability and improved student learning, involvement i...
Assessment practices are growing all over the NIU campus and increasingly more individuals have asse...
“Good teaching is inseparable from good assessing. The question, therefore, is not whether to evalua...
This study analyzed how three award-winning divisions of Student Affairs are using assessment to sho...
Understanding the hesitation felt by the many individuals not directly participating in the assessme...
The following explores the phenomenon of perceived organizational culture change resulting from invo...
A new era of legal education is upon us: Law schools are now required to assess learning outcomes ac...
IntroductionThe shift toward an assessment for learning culture includes assessment quality criteria...
Aim: To make assessment a fully integrated part of operations in order produce more data driven deci...
Academic libraries engage in assessment for a variety of reasons. Improving processes, responding t...