Assessing Student Competence in Accredited Disciplines : Pioneering Approaches to Assessment in Higher Education

by Palomba, Catherine A.; Banta, Trudy W.

• ISBN13: 9781579220341
• ISBN10: 1579220347
• Format: Hardcover
• Copyright: 2001-07-01
• Publisher: Stylus Pub Llc

Summary

How do accreditors encourage attention to the assessment of student learning? How do faculty on the campuses respond to these actions by accreditors? What can we learn from the accredited disciplines about defining learning outcomes, promoting thoughtful campus planning for assessment, and improving student competence? Specialized accrediting bodies stand at the forefront of the assessment movement in higher education and exert important influences on program and institutional assessment and improvement. The academic programs these bodies approve are frequently among the first on a campus to consider ways to assess student competence. This book focuses on their approaches to assessment. The book opens with two foundation chapters. The first examines the concept of student competence and reviews the historical and political contexts in which assessment takes place. The second reviews best practices in carrying out assessment, including the important roles of faculty development and assessment leadership. Case studies then describe how faculty in eight professionally oriented disciplines have developed and practiced assessment on their campuses and the lessons these faculty offer to colleagues in their own and other disciplines. The book concludes with chapters on the use of authentic assessment within several disciplines on a single university campus; on the British quality assurance movement; and with a review of the lessons, issues, and challenges that are common across disciplines. The stories and examples presented in this book covering issues as diverse as faculty and student involvement, the role of outside stakeholders, and balancing external guidance and institutional autonomy'will provide immediate practical guidance for faculty and administrators active in assessment regardless of their discipline.

Table of Contents

Preface	xi
The Authors	xv
Assessing Competence in Higher Education	1	(12)
Trudy W. Banta
Defining Competence
Who Cares About Competence?
Why Assess Competence?
Accreditors' Responses to Pressures to Assess Competence
Note
References
Implementing Effective Assessment	13	(16)
Catherine A. Palomba
Developing Statements of Expected Learning Outcomes/Competences
Planning for Assessment
Selecting and Applying Assessment Methods
Reporting and Using Assessment Results
Assessing Assessment
Involving Stakeholders in Assessment
References
Assessing Student Competence in Teacher Education Programs	29	(20)
Mary E. Diez
Sources of Change in Teacher Education Accreditation
Contrasts in Assessment for Different Purposes
What Does a Focus on Assessment Mean for Teacher Education?
Emerging Issues for Teacher Education Practice
Conclusion
Note
References
Redefining A Profession: Assessment in Pharmacy Education	49	(22)
Thomas D. Zlatic
Creating an Assessment Culture
Accreditation Guidelines
Institutional Examples
Lessons Learned and Ongoing Issues
Notes
References
Assessment of Student Learning in the Discipline of Nursing	71	(24)
Donna L. Boland
Juanita Laidig
Nursing Education's Heritage
Modern Nursing Education
The Impact of External Forces on the Practice of Nursing
The Impact of Private and Professional Organizations on Assessment
The Role of Accreditation
Moving to a Competence-Based Education Model in Nursing
Defining Core Competences for Undergraduate Nursing Education
Assessment of Student Learning
Challenges Within Assessment
The Future of Assessment in Nursing
References
Accountability for Professional Practice: Assessment in Social Work Education	95	(26)
Frank R. Baskind
Barbara W. Shank
Elaine K. Ferraro
Social Work Education
Student Outcomes Assessment in Social Work Education: Historical Development
Current Assessment Practices
Internal Assessment
Case Study---Columbia College
Case Study---Virginia Commonwealth University
Case Study---College of St. Catherine/University of St. Thomas
Lessons Learned and Ongoing Issues: Commissioner Observations
Note
References
Assessment of Student Competence in Business	121	(20)
Neil A. Palomba
Catherine A. Palomba
AACSB's Expectations
Identifying Goals and Objectives for Learning
Planning and Organizing Assessment
Involving Stakeholders
Implementing Assessment Activities
Reporting, Sharing, and Using Results
Reviewing Assessment
Implementing Changes
Fostering Success
References
Assessment of Student Competence in Computer Science	141	(18)
Gordon E. Stokes
The Birth of a Discipline
Early Experiences and Issues
Accreditation Arrives
The Assessment of Student Competence
Some Examples of Student Assessment
Assessment of Department Performance
Lessons
References
Assessing Student Competence in Engineering	159	(18)
John A. Muffo
Accreditation and Assessment
Criterion 3---The Cornerstone of ABET's Assessment Initiative
Observations About ABET 2000
Assessment Practices in Engineering
Special Features of Engineering
The Culture of Engineering
Lessons Transferable to Other Disciplines
Note
References
Assessing Student Competence in the Visual Arts	177	(22)
Kristi Nelson
National Association of Schools of Art and Design (NASAD)
Early Adopters
Publications
Case Studies
Lessons Learned
Notes
References
Accredited Programs and Authentic Assessment	199	(18)
Douglas J. Eder
Professional Education and the Baccalaureate Promise
Authentic Assessment Embedded in Teaching
Authentic Assessment in Practice
Summary
References
The British Experience in Assessing Competence	217	(28)
Lee Harvey
Professional and Regulatory Bodies
Ensuring Professional Competence
Teacher Training
Quality Assurance Agency (QAA) Benchmarks
Conclusions and Recommendations
Notes
References
Assessment Experiences in Accredited Disciplines	245	(24)
Catherine A. Palomba
Assessment in the Disciplines
Influence of Disciplinary Accreditors and Professional Associations
Lessons, Challenges, Issues
Conclusions
References
Index	269