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Karl Schnapp

Aligning Educational Outcomes and Practices

In Aligning Educational Outcomes and Practices, National Institute for Learning Outcomes Assessment (NILOA) senior scholar Pat Hutchings discusses alignment of learning outcomes and provides examples of how campuses are approaching and facilitating the alignment process. The notion of alignment has become increasingly prominent in efforts to improve student learning today. …

Trends in Learning Outcomes Assessment

In its February 2016 report, the Association of American Colleges and Universities (AAC&U) summarizes key findings from a national survey among chief academic officers, and it explores trends in learning outcomes and approaches to assessing them.  The report,  “Trends in Learning Outcomes Assessment,” documents that many higher education are moving away …

Trends in General Education

The American Association of Colleges and Universities (AAC&U) surveyed chief academic officers at member institutions in 2015 to collect information related to learning outcomes, assessment, general education design, high-impact practices, and data tracking and goal setting around equity and quality learning. The AAC&U also conducted structured interviews with 14 of …

Assignment Design Workshop

Massachusetts has been working on developing a statewide system of student learning assessment early in 2010. Since then, the state has built a community of practice focused on student assessment and student learning, which includes the full range of Massachusetts higher education institutions—from the community colleges to the state universities …

Using Assessment Results

In their report for the National Institute for Learning Outcomes Assessment, Using Assessment Results: Promising Practices of Institutions That Do It Well, Gianina R. Baker, Natasha A. Jankowski, Staci Provezis, and Jillian Kinzie note “Most institutions are collecting evidence of student learning, but it is not clear how these results are being used …

Critical Thinking

Recently at the AMCOA (Advancing a Massachusetts Culture of Assessment) Annual Conference, Peggy Maki discussed the need for more effective direct instruction and assessment of critical thinking. Her keynote presentation, “Critical Thinking: More Than a Course,” focused on ways to integrate critical thinking across the curriculum and co-curriculum. Maki contends …

Project Assessment Planning

Going forward, College initiatives and projects will require participants to create and implement assessment plans, protocols for collecting and analyzing data and for reporting results. Because each project is different, each assessment plan will be different. Consequently, the Outcomes Assessment Committee is asking those involved in College projects and initiatives to …

Writing Assignments and Rubrics

A writing rubric articulates the expectations for an assignment by listing the criteria (what counts), and describing levels of quality. Although rubrics are most commonly use by teachers to evaluate student writing, many argue that they can serve another, more important, role as well: rubrics can serve as part of a formative assessment process …

Self-Reported Behavior

The importance of student engagement as a way to enhance student learning is the foundation of many faculty development workshops. Faculty constantly hear the drum beat of “active learning” and “high-impact practices” (such as learning communities, service-learning, collaborative assignments, and writing-intensive courses), which promise higher levels of engaement and student learning. But, as …

Gen Ed Process Clarification

Based on the final General Education Report approved in May of 2008. See final-gen-ed-report-may-1-2008. The following was decided: The CWCC process will be used to determine if a new or revised course meets a particular competency.The CWCC forms will be revised to facilitate this process. The OATSS group will oversee implementation of infusion at the program level.* Courses should …