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Student-submitted survey data. E. Student portfolios. F. Quality improvement projects. G. Assessment projects. H. Student learning outcomes system. We will examine each of these for how well it addresses each of the four purposes[3]. You may simply read the sections you wish (A through H), but for a comprehensive comparison, reading from start to finish is recommended. Six of the eight models provide external constituencies with organizational accountability information, and each of those six provides a remarkably different type of information.

In the first two, students anonymously report on their own educational activities, that is, the extent to which they are personally engaged in the educational endeavors of their college or university. The third provides some measure of comparative data, aggregating what faculty think about these same student activities. For example, students estimate the number of hours that they normally spend on coursework outside of class, and an aggregated average number for students at an institution can be compared with an averaged faculty estimate for how much time students spend on this.

It continues with faculty choosing or developing an appropriate rubric for each expected outcome, similar in form to those used in this study. Committees then link expected outcomes/rubric combinations to courses (and other settings) across the institution. Then comes the key academic practice: instructors evaluate student work/activity relative to these outcomes/rubrics rather than simply relative to other students (as in the first credits/grades model). That documented judgment is the end of collecting data.

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Accountability for Educational Results by David Shupe

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