NILOA Books

This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types.

 

  • Part I: Setting the Stage

     

    Introduction; Natasha A. Jankowski & Gianina R. Baker

     

    1. Student Perceptions of and Involvement with Assessment in Higher Education; Natasha A. Jankowski & Emily Teitelbaum

     

    2. Student-Faculty Partnership: A New Paradigm for Assessing and Improving Student Learning; Nicholas A. Curtis, Robin D. Anderson, & Sally Brown

     

    Part II: Assessment in Practice

     

    3. Giving Students a Voice in Assessment through Focus Groups; Samantha S. Gizerian & Elizabeth A. Carney

     

    4. Student Assessment Scholars: Cultivating and Empowering Student Voice in Assessment; Rebecca C. Hong

     

    5. Enabling Student-led Design of the Learning Experience; Luke Millard, Jamie Morris, Samuel Geary, & Stuart Brand

     

    Part III: Reflecting on Practice

     

    6. Designing a Co-Created Course: A Case Study of an Undergraduate Mathematics Teacher-Education Class; Karie C. Brown-Tess

     

    7. Reviving a Lost Opportunity; Tyrone Martinez-Black

     

    8. Elevating Creative Thinking; Aurora Berger

     

    Part IV: Future Directions

     

    9. Focus on Students and Equity in Assessment to Improve Learning; Erick Montenegro

     

    10. Future Directions of Student-Focused Learning and Assessment; Gianina R. Baker & Natasha A. Jankowski

     

Concerned by ongoing debates about higher education, the authors of this book provide a means to move beyond these and other obstacles to improve student learning by building from research conducted with over 800 institutions of higher education. Offering an alternative to the culture of compliance in assessment and accreditation, a Learning System Paradigm is proposed, composed of four key elements: consensus, alignment, student-centeredness, and communication. The paradigm is applied to curriculum mapping and assignment design, barriers are explored along with communication needs to more effectively share stories of learning quality.

  • x. Introduction

     

    1. Landscape of Learning Initiatives

     

    2. Shifting Paradigms

     

    3. Aligning for Learning

     

    4. Applying the Paradigm to Curriculum Mapping

     

    5. Applying the Paradigm to Assignment Design

     

    6. Perceived Barriers in the Learning Systems Paradigms

     

    7. Reframing Academic Quality

  • x. Introduction

     

    1. Landscape of Learning Initiatives

     

    2. Shifting Paradigms

     

    3. Aligning for Learning

     

    4. Applying the Paradigm to Curriculum Mapping

     

    5. Applying the Paradigm to Assignment Design

     

    6. Perceived Barriers in the Learning Systems Paradigms

     

    7. Reframing Academic Quality

The scholars at the National Institute for Learning Outcomes Assessment (NILOA) present a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today’s circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

  • x. Preface

     

    1. From Compliance to Ownership: Why and How Colleges and Universities Assess Student Learning; Stanley O. Ikenberry and George D. Kuh

     

    2. Evidence of Student Learning: What Counts and What Matters for Improvement; Pat Hutchings, Jillian Kinzie, and George D. Kuh

     

    3. Fostering Greater Use of Assessment Results: Principles for Effective Practice; Jillian Kinzie, Pat Hutchings and Natasha A. Jankowski

     

    4. Making Assessment Consequential: Organizing to Yield Results; Jillian Kinzie and Natasha A. Jankowski

     

    5. Faculty and Students: Assessment at the Intersection of Teaching and Learning;Timothy Reese Cain and Pat Hutchings

     

    6. Leadership in Making Assessment Matter; Peter T. Ewell and Stanley O. Ikenberry

     

    7.  Accreditation as Opportunity: Serving Two Purposes with Assessment; Peter T. Ewell and Natasha A. Jankowski

     

    8. The Bigger Picture: Student Learning Outcomes Assessment and External Entities;Jillian Kinzie, Stanley O. Ikenberry and Peter T. Ewell

     

    9. Assessment and Initiative Fatigue: Keeping the Focus on Learning; George D. Kuh and Pat Hutchings

     

    10. From Compliance Reporting to Effective Communication: Assessment and Transparency; Natasha A. Jankowski and Timothy Reese Cain

     

    11. Making Assessment Matter; George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie