Trends in Assessment: Ideas, Opportunities, and Issues for Higher Education offers information, strategies, and resources on emerging and future assessment ideas and opportunities in a range of areas. It concludes with a series of chapters focusing on assessment’s future, including 10 enduring and emerging meta-trends in assessment. This book draws on contributions to the Assessment Institute in Indianapolis, the nation’s oldest and largest higher education event of its type. Also represented are the numerous organizational partners of the Assessment Institute. Trends in Assessment is co-edited by Stephen P. Hundley and Susan Kahn from IUPUI.

Resources for Trends in Assessment:  Ideas, Opportunities, and Issues for Higher Education   
Updated October 2021

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Listing of and Links to Chapter-specific Resources

• Resources for Movement Afoot: Fostering Discourse on Assessment Scholarship
• Resources for Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success
• Resources for Evolving Practices in the Development and Assessment of Global Learning
• Resources for Assessing Community Engagement
• Resources for Understanding Students Yesterday, Today, and Tomorrow: Trends in Student Affairs Assessment
• Resources for STEM Education and Assessment: Evolving Through Evidence
• Resources for Assessment at the Highest Degree(s): Trends in Graduate and Professional Education
• Resources for Measuring Faculty Learning: Trends in the Assessment of Faculty Development
• Resources for Transforming Assessment, Assessing Transformation: ePortfolio Assessment Trends
• Resources for Lots of Assessment, Little Improvement? How to Fix the Broken System
• Resources for Using Assessment Trends in Planning, Decision-Making, and Improvement
• Resources for Meta-Trends in Assessment: Perspectives, Analyses, and Future Directions

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Resources for Movement Afoot:  Fostering Discourse on Assessment Scholarship

• Assignment Design: https://www.learningoutcomesassessment.org/ourwork/assignment-charrette/
• Learning Systems Paradigm: https://styluspub.presswarehouse.com/browse/book/9781620364642/Degrees-That-Matter
• Evidence-Based Storytelling: https://www.learningoutcomesassessment.org/evidence-based-storytelling/
• Historically Black Colleges & Universities Collaborative for Excellence in Educational Quality Assurance (HBCU CEEQA): https://www.hbcu-ceeqa.org/
• Mapping and Aligning Learning: https://www.learningoutcomesassessment.org/ourwork/curriculum-mapping/

Additional resources from the topics discussed in the NILOA chapter can be found here: www.learningoutcomesassessment.org.

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Resources for Becoming More HIP:  Assessment Trends in High-Impact Learning Practices and Student Success

Background/ Scholarly literature

• AAC&U provides a helpful reading list on the benefits of HIPs. These can be beneficial not only for learning about the assessment of HIPs but also in program development: https://www.aacu.org/hips/2019/recommended-readings
• The attached webinar features Jennifer Keup, Tia Brown McNair, Matthew Mayhew, and Jillian Kinzie discussing the development and benefits of HIPs. This link also includes a reading list: https://higheredlive.com/high-impact-practices/
• George Kuh, Ken O’Donnell, and Carol Geary Schneider reflected on the growth in HIPs after the concept was initially introduced in 2006 and reflected on the ongoing “headwinds” prohibiting further expansion. These “headwinds” included a lack of information in institutional data systems, which make assessment difficult. A permanent link to the article can be found here:  https://www.tandfonline.com/doi/full/10.1080/00091383.2017.1366805
• In their most recent “Lessons From the Field”, NSSE highlighted some of the many ways institutions used NSSE to examine the effects of HIPS on student engagement and learning. The document can be found here:   https://nsse.indiana.edu/nsse/survey-instruments/high-impact-practices.html

IUPUI HIP Taxonomies

• IUPUI developed several taxonomies to aid in the development and improvement of courses and experiences that include a HIP: https://rise.iupui.edu/resources/course-development/taxonomies/index.html
• AAC&U published an article on the process of developing the taxonomies, which can be found here: https://www.aacu.org/campus-model/high-impact-taxonomies-designing-faculty-development-tools-iupui

IUPUI Institute for Engaged Learning website

• The IUPUI Institute for Engaged Learning was recently developed to encourage student participation in HIPS and assist faculty in integrating HIPs in their courses. More information can be found here: https://getengaged.iupui.edu/

Collecting data on HIPs

• Finally, Steven Graunke, Michele Hansen, and Tom Hahn recently presented on the different methods for collecting data on HIP participation and how good data and assessment can be used to bring HIPs to scale. The presentation can be found here: https://irds.iupui.edu/_documents/reports-presentations/conference-presentations/inair/2019%20-%20HIP%20to%20Good%20Data%20-%20IRs%20Role%20in%20Scaling%20High%20Impact%20Practices.pdf

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Resources for Evolving Practices in the Development and Assessment of Global Learning

• What is VALUE? https://www.aacu.org/value
• Download a VALUE Rubric https://www.aacu.org/value-rubrics
• Global Learning VALUE Rubric https://www.aacu.org/value/rubrics/global
• Carey, S. J. (Ed.). (2018). A Decade of VALUE [Fall issue]. Peer Review, 20(4).
• A Decade of VALUE Issue of Peer Review https://www.aacu.org/peerreview/2018/Fall
• Schuster, E. (Ed.). (2015). Engaging Global Challenges [Summer issue]. Diversity & Democracy, 2015(3). 
• Engaging Global Challenges Issue Diversity & Democracy https://www.aacu.org/diversitydemocracy/2015/summer
• Essential Global Learning https://www.aacu.org/publications-research/publications/essential-global-learning
• IUPUI Dimensions of Global Learning https://international.iupui.edu/global-learning/curriculum-internationalization/global-dimensions.html
• Whitehead, D. M. (Ed.). (2016). Essential Global Learning. Association of American Colleges and Universities

Taken from the Assessment Section of the ACE Internationalization Toolkit, https://www.acenet.edu/Research-Insights/Pages/Internationalization/Internationalization-Toolkit.aspx

Global Learning Assessments (non-institution based)

• AAC&U Intercultural Knowledge VALUE Rubric
• AAC&U’s VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the U.S. through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The “Intercultural Knowledge” VALUE rubric articulates learning outcomes related to cultural self-awareness, knowledge of cultural worldview frameworks, empathy, communication, curiosity, and openness.
• Global Competence Aptitude Assessment (GCAA)
• The GCAA provides targeted metrics for the global knowledge, attitudes, and people skills necessary for effectiveness in the global economy and society. Administered on-line, the instrument is scored immediately and provides real-time individual reports and group aggregate data upon a study completion.
• Global Perspective Inventory (GPI)
• The Global Perspective Inventory (GPI) reflects a global and holistic view of student learning and development and the importance of the campus environment in fostering holistic student development. The GPI measures how a student thinks, views herself as a person with a cultural heritage, and relates to others from other cultures, backgrounds and values.
• Intercultural Development Inventory (IDI)
• The Intercultural Development Inventory® (IDI®) assesses intercultural competence—the capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. The Intercultural Development Inventory is a 50-item questionnaire, available online and in a paper-and-pencil format that can be completed in 15–20 minutes.
• The American Council on the Teaching of Foreign Languages Oral Proficiency Interview (OPI)
• The ACTFL Oral Proficiency Interview, or OPI, assesses how well a person speaks a foreign language. It is a live 30-45-minute conversation, taking place over the phone, between a trained, certified ACTFL tester.  The procedure is standardized in order to assess global speaking ability, measuring language production holistically by determining patterns of strengths and weaknesses.
• The Beliefs, Events, and Values Inventory (BEVI)
• The Beliefs, Events, and Values Inventory (BEVI) is designed to help individuals 1) understand better what they believe and value about themselves, others, and the world at large and 2) reflect upon how such beliefs and values may - or may not - be conducive to learning, personal growth, relationships, and the pursuit of life goals.
• The National Survey of Student Engagement (NSSE) Optional "Global Learning" Module
• NSSE’s Global Learning module assesses student experiences and coursework that emphasize global affairs, world cultures, nationalities, religions, and other international topics. The module is appended to and complements items on the core NSSE questionnaire about student experiences with people from different backgrounds, course emphasis on integrative and reflective learning, and participation in study abroad.
• U.S. Department of Education: Foreign Language and Area Studies (FLAS) Tracking Report
• In 2015, the Department of Education's International and Foreign Language Education (IFLE) office released a report that tracked the post-graduate career trajectories of former Foreign Language and Area Studies (FLAS) fellows. The study tracked former FLAS fellows who graduated in 2010, 2011, and 2012.

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Resources for Assessing Community Engagement

The information provided below is meant to support our reader in finding more resources or information about assessing community engagement, as well as to help them find other organizations that can support them in strengthening their practices when it comes to assessing the variety of practices, outcomes, outputs, and impacts that occur when campus and community connect.

Instruments, Tools, & Measures

Student Outcomes
We encourage our reader to explore just a couple examples of the hundreds of research scales, rubrics, and other measures that have been developed to assess students’ learning or other outcomes when they engage in and with community. For more, detailed information about this area of assessment, please visit this knowledge hub on assessing civic learning outcomes, https://compact.org/resource-posts/assessment-of-students-civic-learning-and-development/

• Developed by IUPUI>, The Civic Minded Graduate
  • Rubric, https://scholarworks.iupui.edu/handle/1805/9605
  • More information https://csl.iupui.edu/teaching-research/tools-instruments/graduate/index.html
• AAC&U Civic Engagement VALUE Rubric, https://www.aacu.org/civic-engagement-value-rubric
• ETS HEIghten® Civic Competency & Engagement Assessment, https://www.ets.org/heighten/about/civic_competency_and_engagement/
• Civic Knowledge Rubric, a national collaboration hosted by the Massachusetts Department of Higher Education, see https://civiclearningrubric.files.wordpress.com/2016/02/civicknowledgerubric.pdf

Assessing Fidelity
Here are some resources that help you assess the quality (or qualities) of a teaching/learning intervention, course, or program that connects campus with community.

• The PRELOAD Rubric, https://discovery.indstate.edu/jcehe/index.php/joce/article/downloadSuppFile/460/335

OR view it as a peer-reviewed journal article (with log-in) https://discovery.indstate.edu/jcehe/index.php/joce/article/view/460

Exploring Partnerships
There are many, many things to consider when one wants to assess or explore campus-community partnerships (e.g., reciprocity, trust, rapport, aspects of social network analysis, outputs [number of volunteers, hours of volunteers, etc.], impact on community issues like literacy, obesity, and public health education). Below we have outlined a choice few from the hundreds of tools one may wish to explore partnerships.

• IUPUI’s S.O.F.A.R. Model for organizing community-campus partnerships, https://csl.iupui.edu/teaching-research/tools-instruments/sofar/index.html
• From Portland State, A Guide to Reciprocal Community-Campus Partnerships, https://community-wealth.org/sites/clone.community-wealth.org/files/downloads/tool-partnerships-portland%20st.pdf
• Virginia Commonwealth University’s Service-Learning Community Partner Impact Assessment Report, (pp. 29-37 include the tools or protocols they utilized), https://scholarscompass.vcu.edu/community_resources/75/

Community Perceptions
Below we have outlined a choice few examples from the dozes of questionnaires and protocols that can be used and adapted to inform your efforts to understand a myriad of perceptions the community may have about working with your students, faculty, or “the campus” broadly.

• The Optimal College Town Assessment (OCTA) tool, https://www.collegetownassessment.com/

Organizational Learning
Below are examples of how IUPUI has engaged in institutional research projects to gain a better understanding, and in turn strengthen or inform its practices, in community engagement. These are offered below as one way to inform what your organization can learn through assessment, evaluation, and tracking or monitoring practices that look internally. Additionally we provided some self-assessment rubrics below that will help you understand the degree to which community engagement is institutionalize or normalized across all or parts of your campus. More and more rubrics or self-assessments are being developed to understanding how pervasive engagement with community occurs across some aspect of higher education. For more, detailed information about this area of assessment, please visit this “knowledge hub” regarding this topic, https://compact.org/resource-posts/institutional-assessment/

From IUPUI’s Office of Community Engagement, reports from institutional research projects, https://scholarworks.iupui.edu/handle/1805/14076

• Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education, https://digitalcommons.unomaha.edu/slceslgen/127/
• Self-Assessment Rubric for the Institutionalization of Community Engagement in Academic Departments,  https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=3689&context=open_access_etds

Publications & Journals (open-access or otherwise)
Please know that many of the discipline-specific journals have, at some point, published an article regarding (at the very least) the pedagogical practice of service-learning. Yet there is also a very good chance that they have published something utilizing community-engaged research methodologies or similar (i.e. action research, participatory action research). Below are some interdisciplinary outlets for publishing about your engaged scholarship:

 

• Campus Compact & Stylus Publishing, https://styluspub.presswarehouse.com/client/CCO
• Gateways: International Journal of Community Research and Engagement, https://epress.lib.uts.edu.au/journals/index.php/ijcre
• The Interdisciplinary Journal of Partnership Studies, https://pubs.lib.umn.edu/index.php/ijps
• International Journal of Research on Service Learning and Community Engagement, http://journals.sfu.ca/iarslce/index.php/journal/index
• Journal of Higher Education Outreach and Engagement, http://openjournals.libs.uga.edu/index.php/jheoe/index
• Journal of Community Engagement and Scholarship, http://jces.ua.edu/
• Journal of Community Engagement in Higher Education, https://discovery.indstate.edu/jcehe/index.php/joce/index
• Journal of Service-Learning in Higher Education, http://journals.sfu.ca/jslhe/index.php/jslhe
• Metropolitan University Journal, https://www.cumuonline.org/metropolitan-universities-journal/
• Michigan Journal of Community Service Learning, https://quod.lib.umich.edu/m/mjcsl/
• Partnerships: A Journal of Service-Learning and Civic Engagement, http://libjournal.uncg.edu/prt/index
• Science Education and Civic Engagement, http://new.seceij.net/

Organizations or Associations

• AASC&U, American Democracy Project, https://www.aascu.org/programs/ADP/
• APLU Initiative on Economic Development & Community Engagement, https://www.aplu.org/projects-and-initiatives/economic-development-and-community-engagement/
• Bringing Theory to Practice, https://www.bttop.org/
• Campus Compact, https://compact.org
  • with many regional or state affiliates, https://compact.org/who-we-are/our-coalition/state-regional-compacts/
• Coalition of Urban and Metropolitan Universities, https://www.cumuonline.org/
• Community-Campus Partnerships for Health, https://www.ccphealth.org/
• Engagement Scholarship Consortium, https://engagementscholarship.org/
• Imagining America, https://imaginingamerica.org/
• Science Education for New Civic Engagements and Responsibilities, https://sencer.net/
• The Democracy Collaborative, https://democracycollaborative.org/
• International Association for Research on Service Learning and Community Engagement, http://www.researchslce.org/

Designations and Awards
In order to earn any of the following rewards, distinctions, awards, or classifications, an institution (i.e., applicant) must demonstrate systematic assessment activities--  tracking, monitoring, inquiry, evaluation, etc.--  throughout their application materials in order for them to be explicitly recognized for  civic and/or community engagement.

• Carnegie’s Classification for Community Engagement in Higher Education, hosted by the Swearer Center at Brown University
  • Information about the designation process can be found at https://www.brown.edu/swearer/carnegie
• The Innovation & Economic Prosperity University Award from the APLU: Information about this distinction can be found at https://www.aplu.org/projects-and-initiatives/economic-development-and-community-engagement/innovation-and-economic-prosperity-universities-designation-and-awards-program/award-winners.html
• NASPAS’s LEAD Initiative, https://www.naspa.org/constituent-groups/groups/lead-initiative
• Washington Monthly’s ranking for America’s Best Colleges for Student Voting in 2019, https://washingtonmonthly.com/magazine/september-october-2019/americas-best-colleges-for-student-voting-2019/
• Campus Compact and partners:
  • Newman Civic Fellows Award, https://compact.org/newman-civic-fellowship/
  • Thomas Ehrlich Civically Engaged Faculty Award, https://compact.org/impact-awards/thomas-ehrlich-civically-engaged-faculty-award/
  • Ernest A. Lynton Award for the Scholarship of Engagement for Early Career Faculty, https://compact.org/impact-awards/ernest-a-lynton-award/
  • At the state or regional level, there are various levels of recognizing a campus or its constituents (community partners, students, faculty, staff, and other leaders) for their commitment to community engagement. An example comes from Indiana Campus Compact, with more information found at their website,   https://indianacampuscompact.org/awards/

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Resources for Understanding Students Yesterday, Today, and Tomorrow:  Trends in Student Affairs Assessment

Professional Organizations

• Student Affairs Assessment Leaders
  • Student Affairs Assessment Leaders (SAAL) provides the opportunity for educators that coordinate assessment for divisions of student affairs to discuss issues to improve their work. Our members lead assessment in divisions of student affairs at a variety of institutions across the U.S. The organization seeks to create an atmosphere where leaders can share and advance conversations related to creating division assessment infrastructure, supporting assessment projects, and documenting student learning as it relates to the academic mission.http://studentaffairsassessment.org/
• NASPA Student Affairs Administrators in Higher Education
  • Assessment, Evaluation, and Research Knowledge Community
  • The NASPA Assessment, Evaluation, and Research Knowledge Community encourages and supports student affairs professionals as they assess learning, evaluate programs, and research theory and practice. By providing quality education and networking opportunities the KC strives to serve as a driving force in the movement towards improved student learning. https://www.naspa.org/constituent-groups/kcs/assessment-evaluation-and-research
• ACPA College Student Educators International
  • Commission for Assessment and Evaluation
  • The Commission for Assessment and Evaluation promotes assessment skills and knowledge to facilitate and support student learning, development, and effective student affairs practice. http://www.myacpa.org/commae

Conferences

• NASPA Assessment Persistence, and Data Analytics Conference
  • The NASPA Assessment, Persistence, and Data Analytics Conference has been designed to address these important issues in assessment, and persistence, as well as to provide a forum for experienced professionals to advance their skills by discussing assessment and persistence with practitioners and policy-makers. https://naspa.org/events/naspa-conferences-on-student-success-in-higher-education
• Assessment Institute in Indianapolis.
  • Assessment Institute in Indianapolis. https://assessmentinstitute.iupui.edu/

Selected Offices of Student Affairs Assessment

• DePaul University https://offices.depaul.edu/student-affairs/about/assessment/Pages/default.aspx
• Indiana University-Purdue University Indianapolis https://studentaffairs.iupui.edu/about/assessment-and-planning/index.html
• Northwestern University https://www.northwestern.edu/studentaffairs/assessment/
• Ohio State University Center for the Study of Student Life https://cssl.osu.edu/
• Texas A&M University Department of Student Life Studies https://studentlifestudies.tamu.edu/
• The University of Tennessee Knoxville https://dslassessment.utk.edu
• Western Michigan University https://wmich.edu/studentaffairs/planning

Selected Publications

• ACPA-College Student Educators International. (2006). ASK standards: Assessment skills and knowledge content standards for student affairs practitioners and scholars. Washington, DC: Author.
• ACPA-College Student Educators International & NASPA-Student Affairs Administrators in Higher Education. (2010). Professional competency areas for student affairs practitioners. Washington, DC: Author.
• Busby, A. K., & Aaron, R. W. (2021, April). Advances, contributions, obstacles, and opportunities in student affairs assessment (Occasional Paper No. 52). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
• Henning, G. W., & Roberts, D. (2016). Student affairs assessment: Theory to practice. Sterling, VA: Stylus Publishing.
• Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J. (2016). Assessment in student affairs, 2^nd San Francisco, CA: Jossey-Bass
• Schuh, J. H., & Gansemer-Topf, A. M. (2010, December). The Role of Student Affairs in Student Learning Assessment (NILOA Occasional Paper No.7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
• Yousey-Elsener, K., Bentrim, E. M., & Henning, G. W. (Eds.) (2015). Coordinating student affairs divisional assessment: A practical guide. Sterling, VA: Stylus Publishing.

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Resources for STEM Education and Assessment:  Evolving Through Evidence

CUREnet, the Course-based Undergraduate Research Experience Network. There is a lot of assessment data from STEM education at https://serc.carleton.edu/curenet/index.html

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Resources for Assessment at the Highest Degree(s):  Trends in Graduate and Professional Education

This is a link to a report referenced in the Graduate and Professional Education chapter: https://cgsnet.org/publication-pdf/4923/ArticulatingLearningOutcomesinDoctoralEducationWeb.pdf

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Resources for Measuring Faculty Learning:  Trends in the Assessment of Faculty Development

• Two primary professional organizations in the US promote scholarly approaches to faculty development: International Consortium for Educational Development (ICED) http://icedonline.net/ and Professional and Organizational Development Network in Higher Education (POD) https://podnetwork.org/
• The Society for Teaching and Learning in Higher Education (STLHE) promotes faculty development with a focus on Canada.  https://www.stlhe.ca/
• If your institution uses the Faculty Survey of Student Engagement (FSSE), it offers a series of questions about what types and how frequently faculty participate in professional development activities. These data could be helpful for campuses interested in assessing their faculty development efforts.  http://fsse.indiana.edu/
• The American Council on Education (ACE) commissioned an edited report of strategies for assessing faculty development efforts on campuses. A PDF of the report, which includes many planning and how-to guides, is available at the ACE website: https://www.acenet.edu/Documents/Institutional-Commitment-to-Teaching-Excellence.pdf
• A quick blog post with six evidence-based principles for assessing faculty development programs from the Faculty Focus blog: https://www.facultyfocus.com/articles/faculty-development/six-principles-measuring-communicating-value-faculty-development-center/
• Hurney and colleagues’ Faculty Development Outcomes framework has been a particularly helpful tool for developing an evidence-based approaches to faculty development. This work can be found in the Journal of Faculty Development:  https://www.ingentaconnect.com/content/magna/jfd/2016/00000030/00000002/art00008
• Fink summarized a collection of creative strategies for evaluating faculty development efforts in this 2013 publication in New Directions in Teaching and Learning. https://doi.org/10.1002/tl.20045
• In 2019, Fernandez and Audétat wrote compellingly about applying structuration theory to account for the nuance and complexity required to assess the system-level change we hope to see with faculty development efforts. https://doi.org/10.2147/AMEP.S188164

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Resources for Transforming Assessment, Assessing Transformation:  ePortfolio Assessment Trends

• Auburn University | University Writing Resources: 
  https://www.auburn.edu/academic/provost/university-writing/resources/?tag=Multimodal%20Communication          
• ePortfolio HIP Taxonomy: https://rise.iupui.edu/resources/course-development/taxonomies/index.html
• ePortfolios: A Look at Where We've Been, Where We Are Now, and Where We're (Possibly) Going: https://www.aacu.org/publications-research/periodicals/e-portfolios-look-where-weve-been-where-we-are-now-and-where-were
• iRubric: https://www.rcampus.com/indexrubric.cfm
• IUPUI ePortfolio Vision, Mission, Values, and Strategies
• LaGuardia Community College ePortfolio Gallery: https://eportfolio.laguardia.edu/
• Olaf College Archived Web Portfolios: https://wp.stolaf.edu/cis/web-portfolios-archive/

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Resources for Lots of Assessment, Little Improvement?  How to Fix the Broken System

• Introductory article on learning improvement:  Fulcher, K. H., Good, M. R., Coleman, C. M., & Smith, K. L. (2014, December). A simple model for learning improvement: Weigh pig, feed pig, weigh pig. Occasional Paper #23. Champaign, IL: National Institute for Learning Outcomes Assessment  https://learningoutcomesassessment.org/documents/Occasional_Paper_23.pdf
• Special Research Practice & Assessment Issue on Learning Improvement: http://www.rpajournal.com/flip-book/?post_id=3405
• Flip Book | RPA Journal » Flip Book | Journal of Research & Practice in Assessment rpajournal.com
  • Research & Practice in Assessment is an online journal dedicated to the advancement of scholarly discussion between researchers and practitioners in the field of student learning outcomes assessment in higher education. It is dedicated to the advancement of scholarly discussions amongst researchers and practitioners in this evolving field.
• Learning Improvement Community (Higher Education Stories about Learning Improvement) https://www.learning-improvement.org/read-stories
• Program Theory Website at JMU: https://www.jmu.edu/assessment/sass/AC-step-two.shtml
• James Madison University - Assessment Program Creation & Mapping  www.jmu.edu

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Resources for Using Assessment Trends in Planning, Decision-Making, and Improvement

• Change With Analytics: The Association for Institutional Research (AIR), EDUCAUSE, and the National Association of College and University Business Officers (NACUBO) stand together with a strong sense of urgency to reaffirm higher education’s commitment to the use of data and analytics to make better strategic decisions. https://changewithanalytics.com/statement/

• Equity and Assessment: Moving Towards Culturally Responsive Assessment Erick Montenegro and Natasha A. Jankowski 
  https://learningoutcomesassessment.org/documents/OccasionalPaper29.pdf

• Statement of Aspirational Practice for IR https://www.airweb.org/ir-data-professional-overview/a-statement-of-aspirational-practice-for-institutional-research

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Resources for Meta-Trends in Assessment:  Perspectives, Analyses, and Future Directions

• Visit the following websites of Assessment Institute partners to learn about professional development and other resources to enhance understanding of assessment trends:
  • American Association of Colleges and Universities (AAC&U)
  • Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
  • Association for Institutional Research (AIR)
  • Association for the Assessment of Learning in Higher Education (AALHE)
  • Center for Postsecondary Research (CPR) / National Survey of Student Engagement (NSSE)
  • Grand Challenges in Assessment Project
  • Higher Education Data Sharing Consortium (HEDS)
  • HIPs In the States (HIPs)
  • Historically Black Colleges and Universities Collaborative for Excellence in Educational Quality Assurance (HBCU-CEEQA) 
  • James Madison University Center for Assessment & Research Studies (CARS)
  • National Institute for Learning Outcomes Assessment (NILOA)
  • Student Affairs Assessment Leaders (SAAL)
•  

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