Perspectives and problems in student outcomes research

Pace, C. Robert

doi:10.1002/ir.37019854703

Cited by 18 publications

(18 citation statements)

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“…This does not mean that every aspect of every program should be evaluated all the time…It is probably more feasible to consider an evaluation cycle, perhaps lasting five years, that corresponds to student [cohorts], or to major changes in college programs. 32 Thus, a program must define its research questions about learning and link the assessment process to these questions. Further, the process should be continuous and revised periodically.…”

Section: Purpose Of Student Learning Outcomes Assessmentmentioning

confidence: 43%

“…How well do they think?" 32 Thus, in order for assessment to make sense in pharmacy education, the designers of the assessments should be quite explicit about the type of outcomes under consideration. Although faculty members will continue to debate cognitive outcomes, articulating outcomes associated with the values of the professional are sometimes more challenging.…”

Section: Purpose Of Student Learning Outcomes Assessmentmentioning

confidence: 43%

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Student Learning Outcomes Assessment: A Component of Program Assessment

Anderson¹,

Moore²,

Anaya³

et al. 2005

Am J Pharm Educ

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This is the second paper in a series on assessment that focuses on student learning outcomes assessment, a subcomponent of overall program assessment. Included are a brief history of outcome-based education and an overview of outcomes typologies. Definitions of outcomes, competencies, and objectives are presented, and distinctions between these categories are discussed. Various frameworks and models are presented to familiarize the reader with these concepts and the developmental levels of students in health professions educational programs. The paper places student learning outcomes assessment in context and highlights the steps typical of the associated process. Grading and classroom assessment techniques are discussed briefly to clarify their respective places in the assessment landscape. The paper concludes with a brief summary of the relationship of student learning outcomes assessment to institutional assessment.

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Section: Purpose Of Student Learning Outcomes Assessmentmentioning

confidence: 43%

Section: Purpose Of Student Learning Outcomes Assessmentmentioning

confidence: 43%

Student Learning Outcomes Assessment: A Component of Program Assessment

Anderson¹,

Moore²,

Anaya³

et al. 2005

Am J Pharm Educ

View full text Add to dashboard Cite

show abstract

“…In recent times, particularly in higher education, student opinions have been receiving an increasing amount of attention (Pace, 1985). A review of literature shows that program evaluators in general have just recently begun to utilize student information systems in the evaluation process.…”

Section: Minority Student Involvement In the Evaluation Processsupporting

confidence: 40%

“…They generally utilized a survey procedure in which questionnaires were developed based upon what was to be measured and submitted to selected groups. Responses were analyzed with the results being published and/or conveyed to decision makers for their consideration (Startup, 1972;Wood & Wood, 1979;Braskamp, Wise & Hengstler, 1981;Pace, 1985). While it appears that these efforts are expanding, seemingly little progress has been made to apply similar evaluation procedures to existing programs for minority students.…”

Section: Why Minority Programs Should Be Evaluatedsupporting

confidence: 40%

“…A review of literature shows that program evaluators in general have just recently begun to utilize student information systems in the evaluation process. Morstain and Gaff (1977) and Pace (1985) stated that until recently many programs progressed without student involvement. Further examination of the literature reveals that this has been the case with regard to evaluation of minority programs, as well.…”

Section: Minority Student Involvement In the Evaluation Processmentioning

confidence: 43%

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A follow-up study of Iowa State University's Minority Graduate Recruitment/Advising Program 1979-1985

Ramsey¹,

Charles²

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INFORMATION TO USERSThe most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge.

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Evaluating a General Education Program in Transition

Stevenson

Hicks

Hubbard

2016

New Drctns Evaluation

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This reflective case study uses one public university example to explore the role of student learning outcomes assessment in the improvement of general education programs. These programs are a universal feature of higher education in the United States, requiring learning experiences for all students at an institution—but with little likely commitment from the faculty. Our university's efforts to overcome faculty apathy and resistance, build a responsive assessment system, and direct it toward transformation of our program are instructive beyond the higher education context. We take a participatory, utilization‐focused approach and reflect on what we have learned as it illuminates both the relevance of evaluation concepts to our work in assessment and the contributions from our context to the broader domains of evaluation conceptualization and practice.

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Perspectives and problems in student outcomes research

Abstract: Ouer the years, many tests and techniques have been developed to measure the impact of college on students. Which to use depends on the institution's educational goals and on the content of each student's educational experience.

Cited by 18 publications

References 0 publications

Student Learning Outcomes Assessment: A Component of Program Assessment

Student Learning Outcomes Assessment: A Component of Program Assessment

A follow-up study of Iowa State University's Minority Graduate Recruitment/Advising Program 1979-1985

Evaluating a General Education Program in Transition

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