The role of institutional assessment in assessing student learning outcomes

Bers, Trudy H.

doi:10.1002/he.291

Cited by 26 publications

(23 citation statements)

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“…Bers (2008) identifies specific ways that institutional researchers can provide leadership and assistance in the assessment of student learning. Institutional researchers can help in clearly articulating the knowledge, skills, behaviors, and attitudes that colleges and universities expect students to develop in a course or program.…”

Section: Challenges and Opportunities In Assessment And Accreditationmentioning

confidence: 99%

Institutional researchers' expanding roles: Policy, planning, program evaluation, assessment, and new research methodologies

Delaney

2009

New Drctns for Instit Rsrch

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Anne Marie DelaneyInstitutional researchers can best serve higher education in the twenty-first century by enhancing their current roles and adopting new roles to exert greater influence on decision making. This chapter explores how they can achieve this by expanding roles in policy development, strategic planning, assessment, accreditation, program evaluation, and academic-focused research studies. The chapter also proposes new roles for institutional researchers-designing new programs, serving as higher education industry knowledge analysts, and functioning as knowledge brokers. The crucial role of administrators, researcher qualifications required for success, and implications for institutional research offices are also discussed. Expanded Roles in Current Areas of Institutional ResearchInstitutional researchers can enhance their effectiveness in policy development and strategic planning by assuming new roles, developing creative strategies, and increasing their knowledge of an institution's internal culture and external environment. To effectively influence policy, institutional researchers need to be capable policy analysts, competent debaters, and

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Section: Challenges and Opportunities In Assessment And Accreditationmentioning

confidence: 99%

Institutional researchers' expanding roles: Policy, planning, program evaluation, assessment, and new research methodologies

Delaney

2009

New Drctns for Instit Rsrch

View full text Add to dashboard Cite

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“…A further advantage is that we are usually trusted and seen as an objective party. Consequently we can bring a neutral perspective to contentious issues and allay defensiveness (Bers, 2008). By realizing the broader utility of these natural institutional research characteristics and intentionally applying them to institutional goals, executives and institutional research professionals can use these qualities and skills to help create a more collaborative environment across the institution.…”

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confidence: 97%

“…We may not be at the decision-making table because our position is lower in the hierarchical structure than that of decision makers or because colleges and universities house us in a different unit. Campuses may infrequently use our skills in assessing outcomes because we are not faculty, though this effect can be mitigated to some extent if we report in academic affairs (Bers, 2008). In numerous ways, organizational structure limits the degree to which we can apply our skills on behalf of our institutions.…”

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confidence: 98%

“…Institutional research practice contains within it seeds of transformation that can help create such horizontal processes. For example, institutional research professionals are strongly collaborative, sharing methods and assisting colleagues outside our home institutions whenever asked (Bers, 2008). In our own colleges and universities as well, by virtue of how we get our work done, institutional research professionals are used to collaborating and finding ways around systemic obstacles.…”

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confidence: 98%

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Taking a broader view: Using institutional research's natural qualities for transformation

Leimer

2009

New Drctns for Instit Rsrch

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Christina LeimerExternal pressures on higher education are pushing it toward systemic changes that increasingly necessitate collaboration. Federal grants that call for interdisciplinary research, public-private partnerships, assessment, accreditation expectations for a culture of evidence and continuous improvement, and budget deficits all require individuals and organizations to collaborate, yet traditional higher education structures do not foster this style of working (Alfred and Rosevear, 2000;Kezar, 2005;Duke, 2002;Keeling, Underhile, and Wall, 2007). Many describe the organization of colleges and universities as loosely connected vertical structures. Discipline-based academic departments, bureaucratic and hierarchical administrative units, segmented business operations, functional divisions such as academic affairs and student affairs, foundations, athletics programs, and unions operate in parallel with one another, all pursuing their own goals with varying degrees of awareness or support of larger organizational goals and issues. This vertical structuring results in loosely connected silos that inhibit crossdisciplinary and cross-functional collaboration, narrow people's view of their role and its potential impact on the larger organization, and breed allegiance to their smaller organizational units over the institution as a whole. Without horizontal processes that bring people and functions together, institution-wide changes are extremely difficult to accomplish.

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“…All forms of assessment are essential components of teaching (Russell & Airasian, 2012) and they have strong influences on the quality of learning (Raymond, Homer, Smith, & Gray, 2012). Assessments involve not only finding out what students have learned but also improving the processes of learning and teaching (Bers, 2008). This implies that assessments have essential roles in improving not only the learning processes but also the learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Development of Practical Item Analysis Program for Indonesian Teachers

Muhson¹,

Lestari²,

Supriyanto³

et al. 2017

INT J INSTRUCTION

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Item analysis has essential roles in the learning assessment. The item analysis program is designed to measure student achievement and instructional effectiveness. This study was aimed to develop item-analysis program and verify its feasibility. This study uses a Research and Development (R & D) model. The procedure includes designing and developing a product, validating, and testing the product. The data were collected through documentations, questionnaires, and interviews. This study successfully developed item analysis program, namely AnBuso. It is developed based on classical test theory (CTT). It was practical and applicable for Indonesian teachers to analyse test items.

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The role of institutional assessment in assessing student learning outcomes

Cited by 26 publications

References 1 publication

Institutional researchers' expanding roles: Policy, planning, program evaluation, assessment, and new research methodologies

Institutional researchers' expanding roles: Policy, planning, program evaluation, assessment, and new research methodologies

Taking a broader view: Using institutional research's natural qualities for transformation

The Development of Practical Item Analysis Program for Indonesian Teachers

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