❤[PDF]⚡ Revisiting Outcomes Assessment in Higher Education

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Revisiting Outcomes Assessment in Higher Education
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Revisiting Outcomes Assessment in Higher Education
Sinopsis
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
4
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.
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Bestselling new book releases
Revisiting Outcomes Assessment in Higher Education
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Revisiting
Outcomes
Assessment
in
Higher
Education
copy link in description
Revisiting Outcomes Assessment in Higher
Education complements rather than updates Hernon
and Dugan's 2004 Outcomes Assessment in Higher
Education. As with its
9
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
10
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.