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 |
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