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An Intentional Process for Revising Institutional Learning Outcomes

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Title: An Intentional Process for Revising Institutional Learning Outcomes
Language: English
Authors: Forest Fisher, Tara Bahl, Nate Mickleson
Source: Research & Practice in Assessment. 2023 18(1):82-95.
Availability: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Urban Areas, Community Colleges, College Faculty, Outcome Based Education, Teacher Leadership, Institutional Evaluation, Stakeholders, Inferences, Experimental Programs, Evaluation Methods, Statistical Analysis, Redundancy, Change Strategies, Discussion (Teaching Technique), Educational Objectives, Educational Assessment, Tests
ISSN: 2161-4210
Abstract: This article describes a faculty-led project to assess and revise institutional student learning outcomes at a small urban community college. The revision process involved four stages: (1) exploring stakeholders' explicit and implicit understandings through an experimental assessment; (2) using statistical tools to identify redundancies and opportunities for regrouping and revising the learning outcomes; (3) triangulating findings through focus group discussions and test assessments; and (4) drafting and refining the revised learning outcomes. By grounding revisions in stakeholders' explicit and implicit understandings of the existing outcomes, the school was able to streamline and significantly improve institutional student learning outcomes without starting completely from scratch.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462698
Database: ERIC
FullText Text:
  Availability: 0
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  Data: An Intentional Process for Revising Institutional Learning Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Forest+Fisher%22">Forest Fisher</searchLink><br /><searchLink fieldCode="AR" term="%22Tara+Bahl%22">Tara Bahl</searchLink><br /><searchLink fieldCode="AR" term="%22Nate+Mickleson%22">Nate Mickleson</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+%26+Practice+in+Assessment%22"><i>Research & Practice in Assessment</i></searchLink>. 2023 18(1):82-95.
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  Data: Virginia Assessment Group.; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
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  Data: This article describes a faculty-led project to assess and revise institutional student learning outcomes at a small urban community college. The revision process involved four stages: (1) exploring stakeholders' explicit and implicit understandings through an experimental assessment; (2) using statistical tools to identify redundancies and opportunities for regrouping and revising the learning outcomes; (3) triangulating findings through focus group discussions and test assessments; and (4) drafting and refining the revised learning outcomes. By grounding revisions in stakeholders' explicit and implicit understandings of the existing outcomes, the school was able to streamline and significantly improve institutional student learning outcomes without starting completely from scratch.
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  Data: 2025
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  Data: EJ1462698
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 82
    Subjects:
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Outcome Based Education
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Institutional Evaluation
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Inferences
        Type: general
      – SubjectFull: Experimental Programs
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Statistical Analysis
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      – SubjectFull: Redundancy
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      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
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      – SubjectFull: Educational Objectives
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Tests
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      – TitleFull: An Intentional Process for Revising Institutional Learning Outcomes
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              Y: 2023
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