David Shupe's Accountability for Educational Results PDF

By David Shupe

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Some individual colleges and universities having such a program now compete to earn the Baldridge Award. In accreditation, the clearest adaptation of this model is in the North Central Association Higher Learning Commission’s creation of the Academic Quality Improvement Process (AQIP) as a distinct alternative to the usual accreditation process. Academic institutions who choose the AQIP approach, instead of being accredited once every ten years, provide data every year to the Higher Learning Commission that are related to at least three quality improvement projects to which the academic institution has publicly committed itself.

Outcomes system: individual student improvement. The use of rubrics as evaluation criteria for student work can simultaneously document and assist student learning if the student clearly understands the criteria by which he or she is being evaluated. Instructors at Kirkwood Community College in Cedar Rapids, Iowa discovered this power when they first began using this model in remedial courses. Every two weeks, each student was evaluated by each of his or her instructors using rubric scores that descriptively answered these three questions: 1.

A student learning outcomes system In his review of the Spellings’ Commission, Robert Zemsky (2007) concluded that, if positive changes are to be made, ‘‘somebody has to do something specific to move the agenda’’. Several dozen colleges and universities are doing this by beginning to introduce the use of a student learning outcomes system model. These institutions share a willingness to develop an academic practice in which the work that students are already doing is regularly assessed using rubrics.

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Accountability for Educational Results by David Shupe

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