The student learning outcomes accreditors require too often reduce learning to inane, meaningless blurbs, writes Robert Shireman, which prevent the sort of quality assurance that puts student work at the center.
Learning Outcomes Measures
Most colleges put student work at the center of how they measure academic quality, writes Peter Ewell, who argues that abandoning student learning outcomes would be a serious mistake.
Measures of student learning, beyond grades, are on the rise, according to results of a new survey. But colleges are less likely to use standardized tests for learning outcomes.
Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.
Competency-based education can strengthen, not weaken, the liberal arts and provide a path to better wages and lives for adult students, Paul LeBlanc and Jim Selbe write.
Competency-based education, the new darling of postsecondary disruption advocates, threatens to further stratify higher education, writes Steven Ward.
While we in higher education keep using it, our grading system is broken, argues Linda B. Nilson, and she offers some concrete ways to fix it.
To help those students obtain a degree or credential, colleges should consider accepting alternative-credit courses like those evaluated and approved by the American Council on Education, says Deborah Seymour.
Educational institutions need a new accounting system to meet the demands of our information economy, Arthur Levine argues.
A new faculty-led system aims to answer the question by analyzing student work -- and without relying on standardized tests.
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