When I became chair I was flung into assessment. Initially skeptical, I slowly began to appreciate it by making it more meaningful to my work as a scholar. In turn, I could better explain it to my colleagues when I am told that assessment is not something a scholar is suppose to do.
I think of assessment as project management, similar to grant-funded projects more than a corporate business model though it too might be fitting. For example, in a grant proposal a scholar attempts to foresee the outcomes or benefits of a particular project or study and writes a proposal that demonstrates how such will be managed and achieved. Depending on the length of the grant, a principal investigator will have to submit progress reports that are essentially assessments of the research or study. No PI would argue that he or she should not have to submit such reports or someone else should have to write them because such arguments would undermine his or her ability to receive additional funding.
Assessing a class is the same thing. When a professor designs a syllabus, there are certain goals, objectives, benchmarks to demonstrate student learning, and outcomes to be met. Professors are in the best position to assess their students, teaching, programs, and degrees, but frequently the tools, know-how, or support are lacking. My question: how to increase awareness about assessment as important to the study of history in higher education?
TUNING USA: A CRITICAL PATH TO IMPROVING QUALITY IN U.S HIGHER EDUCATION
Hosted by NILOA
Wednesday, April 23, 2014, 1:00 p.m. Pacific
"Tune in" to Tuning USA and IEBC experts in the field to learn how this vital strategy has tremendous potential to improve the quality of higher education in the United States.
To register, click here:https://attendee.gotowebinar.com/register/7271512755758032641
Tuning USA is building momentum in the United States after Tuning Europe, founded in 1999, became an international phenomena in transforming the foundation of higher education overseas.
Brought to the U.S. by Lumina Foundation, and facilitated by the Institute for Evidence-Based Change (IEBC), Tuning USA is a collaborative faculty-driven process that identifies what a student should know and be able to do in a chosen discipline when a degree has been earned. The process is designed to make higher education outcomes more transparent to all stakeholders, including faculty, students, employers, and parents, and to ensure the quality of degrees across institutions.
LEARN HOW TUNING USA
Learn the value Tuning USA brings to improving quality in U.S. higher education and the challenges it faces.
Webinar includes a Question and Answer Session
Presenters: John Yopp, Ph.D., manager of strategic partnerships for IEBC's Tuning USA work funded by Lumina Foundation, and associate provost for educational partnerships, emeritus, University of Kentucky, along with the IEBC team.
Dr. Yopp brings a wealth of experience and leadership in teaching, research, administration, and education reform at the state, national, and international levels. He is the recipient of many awards, including most recently, the Transatlantic Leadership Award from the European Association for International Education.