To Capture the Ineffable: New Forms of Assessment in Higher Education

Ewell, Peter T.

doi:10.2307/1167330

Cited by 33 publications

(26 citation statements)

References 42 publications

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“…The third element-that scalelets repre sent the experiences of groups of students-is based on an understanding that assessment for accountability or program improvement requires data about groups (Ewell, 1991;Pike, 1994). The cocurricular experiences of a student are important, but data about a single student provides little information about programs at the institution.…”

Section: Introductionmentioning

confidence: 99%

The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike¹

2006

csd

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Faculty and administrators are more likely to take responsibility for student learning and development if they believe that assessment data represent their students and identify specific actions for improvement. An earlier study found that NSSE scalelets provide dependable metrics for assessing student engagement at the university, college, and department levels. Building on the earlier study, the findings of the current research indicate that the NSSE scalelets have greater explanatory power and provide richer detail than the NSSE benchmarks.

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Section: Introductionmentioning

confidence: 99%

The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike¹

2006

csd

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“…The third element in the definition of scalelets-that the measures represent the educational experiences of groups of students-is based on the understanding that both formative and summative assessment for accountability or quality improvement require data about groups, not individual students (Ewell, 1991;Pike, 1994). The co-curricular experiences of a student are certainly important and interesting, but data about a single student does not provide sufficient information about the co-curriculum at an institution.…”

Section: The Rationale For Scaleletsmentioning

confidence: 99%

The Dependability of NSSE Scalelets for College- and Department-level Assessment*

Pike

2006

Res High Educ

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“…Such methods are often referred to as "curriculum-embedded assessment." 48 Although students may demonstrate successful achievement of course-specific outcomes, these data do not provide assurance that students are integrating their learning over time and across multiple courses. To determine whether students can integrate what they have learned, "milestone" or "longitudinal" assessments can be performed.…”

Section: Role Of Assessmentmentioning

confidence: 99%

Outcomes and Experiential Education

Beck

2000

Pharmacotherapy

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Outcomes-based assessment in education involves continuous use of assessment measures to provide feedback about the efficacy of the curricular structure, content, and teaching methods. This process is initiated by establishing educational outcome statements for the Doctor of Pharmacy curriculum, selecting assessment methods that most appropriately measure the educational outcomes, and establishing a learning environment that is congruent with both the outcomes and assessment methods. To ensure a successful continuous outcomes-based assessment process, a systematic assessment plan should be prepared that focuses the process by identifying only the most essential hypotheses, uses a practical yet appropriate methodology, ensures efficient data collection, includes data analyses that link the educational outcomes to the learning environment, and promotes timely development and implementation of an action plan. An overview of outcomes-based education and the use of outcomes-based practice experiences in pharmacy education is presented.

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To Capture the Ineffable: New Forms of Assessment in Higher Education

Cited by 33 publications

References 42 publications

The Convergent and Discriminant Validity of NSSE Scalelet Scores

The Convergent and Discriminant Validity of NSSE Scalelet Scores

The Dependability of NSSE Scalelets for College- and Department-level Assessment*

Outcomes and Experiential Education

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