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Spring 2010 Visit Tools and Requirements | Western Association of Schools and Colleges
WASC Resources For Self Study
Self-Study
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analyzing institutional resources and effectiveness in fulfilling its mission;
demonstrating that student achievement is commensurate with the certificates, diplomas, degrees, or other recognition awarded;
appraising the relationship of all the institution's activities to its purposes;
providing a sound basis for institutional planning and improvement;
assessing educational achievements as well as structures and processes;
assessing student achievement with respect to programs and services offered to accomplish educational purposes;
assessing performance in achieving institutional mission and goals.
Institutional self-study is the most significant part of the accreditation process. It must be comprehensive, encompass the entire institution, and address the Commission's accreditation criteria and be viewed as an ongoing process to understand, evaluate, and improve quality and effectiveness by:
OERL: Plans: User Scenarios
This resource walks users through a scenario to help them understand the evaluation process.
Schmidt
"Credentialism theorists agree with human capital theorists that credentials are beneficial to those who receive them and lead to higher salaries and better jobs, but according to Boylan (1993), the link between education and productivity is much weaker than the link between education and rewards; thus, diplomas entitle you to society’s spoils, but you or the credentials are not necessarily responsible for producing them."
"As she works on projects in her new job, she links the final versions to her e-portfolio."
No, not scalable, link the process not just the product.
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redentialism theorists agree with human capital theorists that credentials are beneficial to those who receive them and lead to higher salaries and better jobs, but according to Boylan (1993), the link between education and productivity is much weaker than the link between education and rewards; thus, diplomas entitle you to society’s spoils, but you or the credentials are not necessarily responsible for producing them.
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He argues that factual knowledge becomes less important than mastering the use of networked connections between ever-changing specialized information. He suggests that “[o]ur ability to learn what we need for tomorrow is more important than what we know today.”
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An Expert Surveys the Assessment Landscape - Student Affairs - The Chronicle of Higher Education
"What we want is for assessment to become a public, shared responsibility, so there should be departmental leadership."
George Kuh director of the National Institute for Learning Outcomes Assessment.
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What we want is for assessment to become a public, shared responsibility, so there should be departmental leadership.
"Rose Hulman" + Gloria Rogers + .ppt - Google Search
Resources from Gloria Rogers
Scottish Education blog: Assessment 2.0
This matrix is a common representation of Web 2.0 assessment on the web. It attempts to connect web 2.0 tools with assessment.
You've heard of e-learning 2.0, well here are some Web 2.0 technologies applied to assessment. The table seeks to show how teachers can use social software for assessment purposes.
Assessment 2.0
This is a critique of 1.0 assessment with few suggestions for remedy.
Modernising assessment in the age of Web 2.0
Pontydysgu - Bridge to Learning » Blog Archive » Learning in practice – a social perspective
Complex inter-relationship between: space, time, locality, practice, boundary crossings between different practices. For example trainee doctor in the hospital in one practice, translation of this experience into ‘evidence for assessment purposes’ needs to then be ‘validated’ by auditors in another community of practice.
Can We Promote Experimentation and Innovation in Learning as well as Accountability? Interview with Terrel Rhodes | Academic Commons
he VALUE project comes into the middle of this tension, as it proposes to create frameworks (or metarubrics) that provide flexible criteria for making valid judgments about student work that might result from a wide range of assessments and learning opportunities, over time. In this interview, Terrel Rhodes, Director of the VALUE project and Vice President of the Association for American Colleges and Universities (AAC&U) describes the assumptions and goals behind the Project. He especially addresses how electronic portfolios serve those goals as the locus of evaluation by educators, providing frameworks for judgments tailored to local contexts but calibrated to “Essential Learning Outcomes,” with broad significance for student achievement. The aims and ambitions of the VALUE Project have the potential to move us further down the road toward a more systematic engagement with the expansion of learning. –Randy Bass
Center for Teaching, Learning, & Technology: Case Studies of Electronic Portfolios for Learning
This blog documents the day to day investigations of ePortfolios, assessment, and innovation in learning environments by Washington State University's Center for Teaching, Learning, and Technology.
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