Seeking to supplement traditional forms of graduate program assessment, U. of Minnesota pilots an approach that asks key questions about students' needs and goals.
Learning Outcomes Measures
Colleges aren't doing a good job of tracking how current and former military service members are faring on their campuses, a new survey finds, but that may be changing.
Given how busy professors are, it makes sense to link outcomes assessment to grading, rather than create redundancy by piling the latter on top of the former, Mark Salisbury writes.
The gainful employment rule may be on hold, but there’s no reason the government can’t take advantage of the data it produces to give colleges information about their graduates’ success, writes Scott Kinney.
Stop trying to make an economic case for the liberal arts, writes Johann Neem. Their value to society and citizens is too important for that.
As policymakers clamor to hold colleges accountable, new Gates-sponsored research tries to establish fair rules for measuring institutional performance.
U.S., Canada and European higher ed groups object to prospect that OECD's worldwide measure will be used to rank countries.
Significant changes, based on true assessment, are going on right now, led by the profession, writes Linda Darling-Hammond, who urges critics to check out what's really happening.
Wisconsin is developing degree programs based on skills demonstrated, not courses completed. And it's doing so on its own instead of partnering with Western Governors University.
Competency-based education is all the rage, except that no college has yet to go all-in. Panel discusses why, with Education Department official promising that feds won't stand in the way.