2016
DOI: 10.1093/jahist/jav824
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Assessment Is What We Make of It

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“…Numerous disciplines, such as history, have long operated without specific certification standards, precise licensing requirements, or exact accreditation standards. An aversion to assessment is quite apparent among historians who frequently disparage the work as imposed, unnecessarily complex, and seemingly unrelated to their core work (Grossman and Brookins, 2016: 1132; Hutchings, 2011: 3; Hyde, 2015). But beyond the hesitancy and resistance of faculty, analysts such as Adelman have criticized the poor conceptualization of assessment by institutions trying to be “accountable” to policymakers and the public.…”
Section: Distinctive Characteristics Of Us Higher Educationmentioning
confidence: 99%
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“…Numerous disciplines, such as history, have long operated without specific certification standards, precise licensing requirements, or exact accreditation standards. An aversion to assessment is quite apparent among historians who frequently disparage the work as imposed, unnecessarily complex, and seemingly unrelated to their core work (Grossman and Brookins, 2016: 1132; Hutchings, 2011: 3; Hyde, 2015). But beyond the hesitancy and resistance of faculty, analysts such as Adelman have criticized the poor conceptualization of assessment by institutions trying to be “accountable” to policymakers and the public.…”
Section: Distinctive Characteristics Of Us Higher Educationmentioning
confidence: 99%
“…The author is well aware that faculty in his own department, while steadily engaged in the work of clarifying and reformulating courses and curricula to make the discipline of history more transparent and meaningful to students, have little academic training (or patience) with the terminology of Tuning and its references to “learning outcomes,” “competencies,” “rubrics,” “qualification frameworks,” and “level descriptors.” Department colleagues are deeply involved in Tuning-related activities but rarely identify their work as “Tuning.” While other Tuning advocates across the nation have faced obstacles explaining the work in meaningful terms to their fellow faculty, it also remains challenging to “translate” the work of Tuning into terms that students can understand and internalize. Particularly in a field of study such as history that students and parents often question for its employment prospects, it is important to provide learners with a persuasive narrative of their educational experience, providing them with the language that effectively conveys history-based skills in terms that businesses understand and value (Grossman and Brookins, 2016: 1132–1133; Hyde, 2013a).…”
Section: The Continuing Work—and Challenges—of History Tuningmentioning
confidence: 99%
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