A Practical Inquiry Guide for Outcome-Based Assessment: Supporting Assessment Professionals at Every Step of the Cycle
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| Title: | A Practical Inquiry Guide for Outcome-Based Assessment: Supporting Assessment Professionals at Every Step of the Cycle |
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| Language: | English |
| Authors: | Yi-Chin Wu (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(3):46-68. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Outcomes Assessment, Equal Education, Higher Education, Evaluation Methods, Inquiry, Reflection, Professional Personnel, Evaluators, Test Selection, Data Analysis, Improvement, Learning Objectives |
| ISSN: | 2688-7207 |
| Abstract: | Ensuring equitable assessment practices necessitates a robust feedback loop with stakeholders, a critical yet often unmet challenge in higher education assessment. This is one of the pressing challenges in the assessment field, according to a qualitative study conducted by a research team from the Grand Challenges for Assessment in Higher Education project between 2023 and 2024. Twenty-four equity action makers across higher education units shared how they further equity in their assessment practices. This article aims to provide assessment professionals engaged in outcome-based assessment with a practical inquiry guide for each step of the assessment cycle, facilitating critical reflection and informed conversations with stakeholders to enhance more meaningful assessment practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494267 |
| Database: | ERIC |
| Abstract: | Ensuring equitable assessment practices necessitates a robust feedback loop with stakeholders, a critical yet often unmet challenge in higher education assessment. This is one of the pressing challenges in the assessment field, according to a qualitative study conducted by a research team from the Grand Challenges for Assessment in Higher Education project between 2023 and 2024. Twenty-four equity action makers across higher education units shared how they further equity in their assessment practices. This article aims to provide assessment professionals engaged in outcome-based assessment with a practical inquiry guide for each step of the assessment cycle, facilitating critical reflection and informed conversations with stakeholders to enhance more meaningful assessment practices. |
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| ISSN: | 2688-7207 |
