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Understandings of assessment and the scope of this book | p. 1 |
Why outcomes-based undergraduate academic assessment program review is so important to the future of higher education | p. 7 |
Overview of outcomes-based assessment program review | p. 13 |
Criteria for good practices of outcomes-based assessment program review | p. 63 |
Key questions to consider when implementing good practice outcomes-based assessment program review | p. 98 |
Overcoming barriers to implementing outcomes-based assessment program review | p. 119 |
Recommendations for future considerations for implementing outcomes-based assessment program review components and evaluating their effectiveness | p. 141 |
General descriptions of each good practice institution | p. 151 |
Definitions of outcomes-based assessment | p. 159 |
Conceptual frameworks for outcomes-based assessment program review | p. 161 |
Common operational language for outcomes-based assessment | p. 163 |
Outcomes-based assessment program review guidelines | p. 164 |
Outcomes-based assessment program review example templates | p. 165 |
Hampden-Sydney College primary trait analysis of rhetoric 102 portfolios | p. 176 |
Hampden-Sydney College rhetoric proficiency exam primary trait analysis scoring guide | p. 178 |
Matrix for aligning accreditation with program review deadlines | p. 181 |
Example of a concept map | p. 182 |
A description of Alverno College's outcomes-based assessment program review | p. 183 |
Sample meta-assessment rubrics | p. 197 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.