This book offers colleges and universities a framework and tools to design an effective and collaborative assessment process appropriate for their culture and institution. It encapsulates the approach that Peggy Maki has refined through hundreds of successful workshops. She presents extensive examples of processes, strategies and campus practices, as well as key resources, guides, worksheets, and exercises -- to assist all stakeholders in the institution to develop and sustain assessment of student learning as an integral and systematic core institutional process.This book sets the assessment of learning within the twin contexts of: (1) the level of a program, department, division, or school within an institution; and (2) the level of an institution, based on its mission statement, educational philosophy, and educational objectives. Each chapter explores ways to position assessment within program- and institutional-level processes, decisions, structures, practices, and channels of communication.Here is a process that any campus can adapt and use to engage all its constituencies -- institutional leaders, faculty, staff, administrators, students and those in governance -- constructively to forge a vision and commitment to action.
is a higher education consultant who specializes in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. Her work also focuses on assessment within the context of accreditors' expectations for institutional effectiveness. She has served as member of the Board of Contributors of About Campus as well as its Department Editor for Assessment for. She has been a national board member of AAC&U’s VALUE Project (Valid Assessment of Learning in Undergraduate Education) and serves annually as a faculty member in AAC& U's national Institutes on General Education and Assessment and Assessment in Engaged Departments; has served as a faculty member in the Carnegie Foundation's Integrated Learning Project; and teaches graduate-level seminars focused on assessment. Currently, she also serves as sole consultant to the Rhode Island Board of Governors for Higher Education.
"The book would be a rich resource for assessment committees or university officers charged with assessment duties."--NACADA Journal"Maki's book offers a systematic approach to assessment that is meant to address the general questions, "How well do we achieve our educational intentions?" and "How well do our students learn?"…I consider this book to be an extremely valuable source for anyone involved in education. Its primary contribution is how it forces us to conceptualize 'assessment' as an integral part of the university system. Learning assessment is meant to be a core institutional process linked to all aspects of university life."--Effective Teaching
Table of ContentsIntroduction:Chapter 1: Developing a Collective Institutional CommitmentA Culture of InquiryDialogue about Teaching and Learning across the InstitutionAnatomy of the Collaborative ProcessA Shared Commitment: Roles and ResponsibilitiesA Collaborative Beginning: Principles of CommitmentAnchors for Developing Institutional Principles of CommitmentMeaningful BeginningsHigher Education’s OwnershipChapter 2: Beginning with Dialogue about Teaching and LearningThe Continuum of Learning: Beyond an Aggregation of Courses, Credits, and Seat TimeA Focus on IntegrationCoordinating CommitteesDialogue Focused on Expectations for LearningDialogue Focused on Verifying Expectations Maps and Inventories The Design of Our WorkAppendix A: Meta-sites for Active Learning and Teaching and Learning InventoriesChapter 3: Making Claims about Student Learning within Contexts for LearningLearning Outcome StatementsLevels of Learning Outcome StatementsCollaboration to Develop and Review Outcome StatementsStrategies for Developing Outcome StatementsSituating Students to Take ResponsibilityAppendix: Example of Leveled Outcome StatementsChapter 4: Identifying or Designing Tasks to Assess the Dimensions of LearningThe Range of Texts That Demonstrate or Represent LearningMultiple Methods of AssessmentDirect and Indirect Methods of AssessmentMethods along the Continuum of Learning: Formative and SummativePositions of InquiryIssues of AlignmentProperties of a Method: Validity and ReliabilityAn Inventory of Direct and Indirect Assessment Methods Appendix: Strategies for Reviewing and Selecting Standardized Instruments Chapter 5: Reaching Consensus about Criteria and Standards of JudgmentInterpretation of Student AchievementScoring RubricsStrategies to Develop Scoring Rubrics Strategies to Assure Inter-relater ReliabilityThreaded Opportunities for Institutional and Student LearningAppendices: Sample Scoring RubricsChapter 6: Designing a Cycle of InquiryA Design for Institutional LearningMethods of SamplingTimes and Contexts for Collecting EvidenceScoringAnalysis and Presentation of ResultsCollective Interpretation of Analyzed ResultsA Narrated Cycle Beyond a CycleChapter 7: Building a Core Institutional Process of Inquiry over TimeA View of the WholeSome Representative Structures, Processes, Decisions, and Channels and Forms of CommunicationResources and Support: Human, Financial, TechnologicalCampus Practices that Manifest an Institutional CommitmentSigns of Maturation