The Integration of Student Learning Outcome Assessment, Teaching, and Learning
Saved in:
| Title: | The Integration of Student Learning Outcome Assessment, Teaching, and Learning |
|---|---|
| Language: | English |
| Authors: | Teresa Flateby, Yuerong Sweetland (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(3):200-221. |
| 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: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Integrated Activities, Curriculum Development, Instructional Development, College Curriculum, College Instruction, Student Evaluation, Planning, Higher Education, Leadership, Faculty Development, College Faculty, Recognition (Achievement), Rewards, Cooperation, Accreditation (Institutions), Barriers |
| ISSN: | 2688-7207 |
| Abstract: | This qualitative inquiry examines the extent to which assessment is integrated into curricular and instructional planning and analysis at higher education institutions. To accomplish this purpose, the researchers conducted interviews with assessment leaders using semi-structured questions at eight different higher education institutions, selected from a larger pool of institutions recommended by four well-known and respected assessment scholars and practitioners. Following a thematic analysis of the qualitative results, the researchers advocate an assessment integration model that includes seven components: leadership, assessment purpose, assessment process, reward and recognition, collaboration, and accreditation. For each of these components, the researchers describe challenges and best practices. The project aims to enhance assessment beyond reporting and accountability, to focus instead on planning, implementing, and integrating practices to maximize learning and improvement. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494289 |
| Database: | ERIC |
| Abstract: | This qualitative inquiry examines the extent to which assessment is integrated into curricular and instructional planning and analysis at higher education institutions. To accomplish this purpose, the researchers conducted interviews with assessment leaders using semi-structured questions at eight different higher education institutions, selected from a larger pool of institutions recommended by four well-known and respected assessment scholars and practitioners. Following a thematic analysis of the qualitative results, the researchers advocate an assessment integration model that includes seven components: leadership, assessment purpose, assessment process, reward and recognition, collaboration, and accreditation. For each of these components, the researchers describe challenges and best practices. The project aims to enhance assessment beyond reporting and accountability, to focus instead on planning, implementing, and integrating practices to maximize learning and improvement. |
|---|---|
| ISSN: | 2688-7207 |
