This realignment of opinion hasn’t occurred by chance. Since the mid 1980s, a dedicated and widely dispersed cadre of activists and opinion leaders from higher education associations, regional and professional accrediting agencies, disciplinary societies, and campuses have urged us to use assessment to improve learning quality and productivity. In response, tens of thousands of faculty and administrators on hundreds of campuses have endured speeches, labored in workshops, and conferred at conferences on assessment. Collectively, on committees and task forces, they’ve produced cubic yards of plans, projects, statements, and reports. Thousands have become familiar with, even expert in, assessment. Examples of clever adaptations and creative invention abound. All this effort has been expended despite the fact that involvement in assessment typically counts for little or nothing in pay or in tenure, retention, and promotion decisions. Thus, when most academics "do assessment," personal and professional values motivate them. And the strongest of those intrinsic motivators is undoubtedly the desire to improve student learning.
How is it?
Four Pillars of Transformative Assessment
In typepad there was this Blog it..... so now when I'm reading stuff I can use the Blogit and do just that.
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