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• W1492149145 abstract "ABSTRACT The independent assessment of student learning, or outcomes assessment, is a topic of national interest and one that is currently being addressed by many institutions of higher education. Honors programs, like all academic units, are being asked to create outcomes assessment programs. We provide here a brief history of outcomes assessment and an overview of the basic steps required for creating an outcomes assessment program. We then discuss suggestions for implementing outcomes assessment in honors. INTRODUCTION The focus on assessment in higher education began in the 1980s when several national commissions or committees called for improvements in American undergraduate education. Because of concerns that higher education was not meeting the needs of American society, the assessment of student learning, or outcomes assessment, was deemed necessary for the development of excellence in undergraduate education. This national focus on assessment resulted in changes in the federal accreditation policy implemented by accrediting agencies. The tenor of those changes is that institutions must specify educational objectives that are consistent with their missions and must demonstrate and document educational achievements in verifiable and consistent ways (Nichols, 1991). That is, there must be a focus on the ends or the results of learning more than the means or the process and resources that can promote student learning, and the ends should be related to the institution's mission (Nichols, 1995). At this point, it is difficult to know if the current changes in the policies of regional accrediting agencies regarding student learning will fulfill the need for more quality assurance in education or if the state and/or federal governments will institute additional regulations regarding the assessment of student learning. One thing is certain: the assessment of student learning will remain a topic of not only institutional concern but also regional and national concern for some time to come (Nichols, 1995). Because of this current emphasis on student learning, you are likely being asked to conduct outcomes assessment in order to fulfill the requirements of your institution's regional accrediting body (Maki, 1999). You might also be required to write learning outcomes to meet the requirements for your institution's general education program, as many honors program courses fulfill general education requirements. Outcomes assessment should also be included as a part of an external evaluation of your program. Additionally, it is a useful tool for constituents of programs who are simply interested in self-reflection and improvement. The components of an outcomes assessment plan are (1) a clear institutional and unit mission; (2) identification of intended educational goals; (3) assessment of the extent to which intended outcomes are accomplished; and (4) adjustment of the unit's proposed outcomes based on the assessment findings. The goal of outcomes assessment is continuous improvement. That is, outcomes assessment is a tool for identifying and remediating weaknesses in an academic program. In each assessment cycle, new weaknesses should be identified for remediation so that the program is constantly striving towards greater levels of student learning (Maki, 2004; Nichols, 1995). In this article, we will first describe and provide general suggestions for developing an outcomes assessment program, along the way providing advice related to honors education. Following the general description, we will provide suggestions specific to conducting outcomes assessment in honors. GENERAL GUIDELINES FOR CREATING AN OUTCOMES ASSESSMENT PROGRAM The creation of a successful outcomes assessment programs includes the following steps: APPOINT AN OUTCOMES ASSESSMENT COORDINATOR A survey in 1990 (Nichols & Wolff; as cited by Nichols, 1995) found that the most often cited factor facilitating successful implementation of outcomes assessment is the appointment of a single individual to coordinate the process. …" @default.
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• W1492149145 title "We Know They are Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors" @default.
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