Released in 2011, the DQP was updated in 2014, and now in 2021, based on feedback from over 800 institutions. NILOA was delighted to oversee the revision process which included a series of working groups who provide guidance and suggestions for revising the DQP, blogs from the original DQP authors, and a public comment process… Read more »
Excerpted from Peter T. Ewell and Tammie Cumming’s chapter in Stylus’ 2017 book, Enhancing Assessment in Higher Education, this assessment brief takes readers through A Historical Overview of Assessment: 1980s-2000s and ponders the future of assessment.
This paper shares ten grand challenges identified through an examination of the assessment literature and a national survey. To Resource Occasional Paper read more about how the Grand Challenges were identified, please the recently released Research and Practice in Assessment article. Each of the grand challenges are described, of which four were identified as of greatest… Read more »
In this highly anticipated occasional paper, Natasha Jankowski helps conceptualize what is meant by Evidence-Based Storytelling (EBST)—an approach used at NILOA to refine and encourage evidence-based stories in assessment. According to Jankowski, two purposes are served within this paper “to re-examine what is meant by use of assessment results and to unpack evidence-based storytelling and… Read more »
Following up to its 2009 and 2014 surveys of chief academic officers, NILOA continues to provide a landscape of current approaches and practices related to assessing student learning. This report summarizes major findings and presents implications for policy and practice from a survey of 811 regionally accredited, undergraduate degree-granting institutions from throughout the U.S.
