National Coalition for Learning Outcomes Assessment | University of Illinois

National Coalition for Learning Outcomes Assesment

Institute Occasional Papers


 

Wellman, J.V. (2010, January). Connecting the dots between learning and resources. (NILOA Occasional Paper No.3). Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment.
 


With all the talk about the need for more accountability, surprisingly little is known about what kind of resources an institution needs in order to produce a given level of student attainment.   Jane Wellman charts this territory and discovers some surprises, such as how conclusions about cost-effectiveness change when the metric is cost-per-degree rather than the traditional cost-per-enrollment.  One result is that, contrary to popular belief, community colleges are not cheap when it comes to cost-per-degree.  Another important insight—again against the grain of conventional wisdom—is that simply investing more money does not appear to produce more or better outcomes.  As Wellman points out, the key to productivity is intentionally targeted investments.

Previously released occasional papers:

 
 

Banta, T.W., Griffin, M., Flateby, T.L., & Kahn, S. (2009, December).Three promising alternatives for assessing college students' knowledge and skills. (NILOA Occasional Paper No.2). Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment.

 

 
 

Ewell, P. (2009, November). Assessment, accountability, and improvement: Revisiting the tension. (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment.

  Paper 1 Web Page

The following papers will soon be released:
Swing, R. & Coogan, C. (2010, March). What does it cost to do assessment right. (NILOA Occasional Paper No.4). Urbana, IL: University of Illinois and Indiana University, National Institute of Learning Outcomes Assessment.


 

NILOA Occasional Papers are commissioned to examine contemporary issues and to inform the academic community of the current state-of-the art of assessing learning outcomes in American higher education.  The papers are written for a general audience in order to provide comprehensive, accurate information about how institutions and other organizations can become more proficient at assessing and reporting student learning outcomes for the purposes of improving student learning and responsibly fulfilling expectations for transparency and accountability to policy makers and other external audiences.