ERIC Number: EJ1452413
Record Type: Journal
Publication Date: 2024
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1041-6099
EISSN: EISSN-1536-0725
Assessment in the United States: Pathways Forward
A. Katherine Busby; David M. Chase; Sara J. Finney; Keston H. Fulcher; Natasha A. Jankowski
Assessment Update, v36 n6 p1-2, 15-16 2024
What are the emerging assessment trends of today that will profoundly affect tomorrow's practice? As part of the 2024 International Conference on Assessing Quality in Higher Education, Busby and Fulcher moderated as three panelists discussed the future from their vantage points. Topics included the role of accreditation in advancing assessment efforts, how program theory and implementation fidelity can help educators use outcomes evidence for learning improvement, and the roles of students and student voice in purposeful planning and quality discussions in higher education. According to Jankowski, students could shift from being mere subjects of assessment to becoming active cocreators of their educational experiences, fostering a fairer and more inclusive environment. Finney suggests that with intentional program design informed by evidence-based research and faithful implementation, students would experience more effective educational interventions. Chase highlights that these advancements do not need to be isolated grassroots initiatives but rather could be supported by a dynamic accreditation system that encourages and validates innovative practices in higher education.
Descriptors: Higher Education, Educational Assessment, Alternative Assessment, Accreditation (Institutions), Academic Standards, Institutional Evaluation, Educational Quality, Diversity (Institutional), Curriculum Evaluation, Participative Decision Making, Educational Improvement, Inclusion, Equal Education
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A