BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Real-Time Student Assessment

Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs

Paperback
February 2017
9781620364888
More details
  • Publisher
    Stylus Publishing
  • Published
    15th February 2017
  • ISBN 9781620364888
  • Language English
  • Pages 214 pp.
  • Size 6" x 9"
  • Images 20 figures & 5 tables
$29.95
Hardback
March 2017
9781620364871
More details
  • Publisher
    Stylus Publishing
  • Published
    3rd March 2017
  • ISBN 9781620364871
  • Language English
  • Pages 214 pp.
  • Size 6" x 9"
  • Images 20 figures & 5 tables
$125.00
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as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

February 2017
9781620364895
More details
  • Publisher
    Stylus Publishing
  • Published
    27th February 2017
  • ISBN 9781620364895
  • Language English
  • Pages 214 pp.
  • Size 6" x 9"
  • Images 20 figures & 5 tables
$125.00
E-Book
February 2017
9781620364901
More details
  • Publisher
    Stylus Publishing
  • Published
    27th February 2017
  • ISBN 9781620364901
  • Language English
  • Pages 214 pp.
  • Size 6" x 9"
  • Images 20 figures & 5 tables
$23.99

This book challenges institutions and their programs to prioritize the use of chronological assessment results to benefit enrolled students in comparison with the more common practice of prolonged assessment cycles that generally benefit future students.

Peggy Maki advocates for real-time assessment processes to identify patterns of underperformance and obstacles that require timely interventions for enrolled students to succeed.

In tandem with the sets of educational practices and policies that many institutions have now undertaken to close achievement and graduation rates across our diverse student demographics, such as developing clear degree pathways, she calls on all higher education providers – if they are to remain relevant and meet their social purpose in our complex world – to urgently recalibrate their assessment processes to focus on currently enrolled students’ progress towards achieving a high-quality degree, regardless of when they matriculate or re-enter higher education.

She demonstrates that we already have sufficient examples and evidence to implement real-time assessment of students as they progress through their studies. She draws on the practices of specialized accredited programs, such as those in the professions that assess in real time; on the experiences of institutions that have adopted competency-based education; and on the affordances of technologies that now provide faculty and students with up-to-the-minute diagnostics.

She identifies the six principles necessary to implement a real-time assessment process, illustrated by case studies of how campuses have operationalized them to advance students’ equitable progress towards achieving a high-quality degree; and demonstrates the benefits of real-time assessment compared to more future-oriented processes, among which is engaging students in reflecting on their own progress along their degree pathways.

She advocates for the use of well documented national outcomes-based frameworks such as Liberal Education and America’s Promise (LEAP), its aligned Valid Assessment of Learning in Undergraduate Education scoring rubrics ( VALUE), the Degree Qualifications Profile, and discipline-based outcomes assessments to ensure high-quality degrees that meet well-defined standards and criteria. She also identifies how data systems and technological developments help to monitor closely and respond in time to students’ patterns of underperformance.

The book is an urgent call for higher education to achieve the values of equity, transparency and quality it espouses; and ensure that all students graduate in a timely fashion with the competencies they need to be active and productive citizens.

"Maki’s book offers a strong foundation for faculty, staff, and administrators who are interested in strengthening their assessment practices at the institution and program levels. Indeed, she presents a convincing case that real-time assessment is a best practice, particularly for those seeking to improve the experiences of currently enrolled students."

Teachers College Record

“Peggy Maki, not surprisingly, again advances the practice and the fundamental reasons for engaging in assessment of student learning. Maki issues a clarion call for equity to be the center of our commitment for action. Her call is for timely action that produces the evidence of improved student learning, enhancing at every step both retention and completion, and quality of learning for success in life, work and lifelong flourishing.”

Terrel L. Rhodes, Vice President, Office of Quality, Curriculum and Assessment - Association of American Colleges and Universities

"Real-Time Student Assessment is the absolute best book on the market today for anyone engaged in student learning outcomes assessment. It is current, based on exhaustive research and actual practice, exemplified through multiple case studies and extensive references for follow-up. While assessment is typically required as part of regional, national and specialized accreditation, Maki demonstrates why real-time student assessment (RTSA) is different from many assessment practices, and provides both commentary on why RTSA is the most effective as well as step-by-step approaches on how to make assessment work for both faculty and students. I will be buying copies for many of my colleagues myself!"

Ralph Wolff, President, The Quality Assurance Commons for Higher and Postsecondary Education; former President - WASC Senior Accrediting Commission

From the Foreword:
“By the time results from traditional assessment approaches become available, a new academic term or year has begun, and faculty and students have moved on to a different set of academic expectations and challenges. In other words, the data that could inform and influence faculty and students to improve their performance come to the fore too late to be of consequence.

How can we obtain—in real time—information that can help advance the outcomes we desire?

Fortunately, this informative tome by Peggy L. Maki is just in time. Drawing on her vast, rich experience, Maki offers many instructive ideas, illustrated with concrete examples, about how to gather and use actionable information in real time about what students are and are not doing that will enable them to acquire and demonstrate the knowledge, proficiencies, and dispositions postsecondary institutions promise and employers expect of the twenty-first century learner and worker.”

George Kuh, Senior Scholar, National Institute for Learning Outcomes Assessment, and Chancellor’s Professor of Higher Education Emeritus - Indiana University

“Peggy Maki’s Real-Time Student Assessment has arrived just in time! As a higher education professional who has relied on Maki’s expertise and previous publications to inform my leadership for campus work for over a dozen years now, I am grateful that her new book rightfully challenges us to embrace real-time student assessment as an engaging and faculty-centered pedagogical practice. With a whole host of resources, strategies, and robust examples including ePortfolio implementation, Maki once again provides strong evidence and guidance for assessment reform on our campuses that, when brought to scale, will surely help us in our continuing quest to improve both student learning and time to completion for all the students we serve.”

PHILIP J. SISSON, Provost and Vice President of Academic and Student Affairs, Middlesex Community College

“This must-read, leading-edge, powerful volume challenges those in academe committed to
increasing graduation rates, closing educational opportunity gaps, and enhancing quality
learning, to move assessment to its critical next level—the integration of real-time student
assessment into the fabric of the teaching and learning process. Maki concisely and eloquently
details the demographic and assessment landscape, providing the backdrop for this
imperative; provides concrete, in-depth case studies as guidance; and illustrates the ways in
which technology can be harnessed to advance this initiative.”

BONNIE ORCUTT, Professor of Economics, Worcester State University


Foreword by George D. Kuh

Acknowledgments
Introduction


1) Current and Projected Student Demographics: Why Equity Matters Now for Individuals and the Nation
2) Outcomes-Based Frameworks: Equity, Transparency, Quality, and Explicitness
Appendix 2A: Critical Thinking VALUE Rubric
Appendix 2B: Integrative Learning VALUE Rubric
3) The Canvas of Core Learner-Centered Commitments That Stretches Across an Outcomes-Based Framework
4) Guiding Principles of Real-Time Student Assessment at the Institution and Program Levels
5) Technology That Contributes to Real-Time Student Assessment
Appendix 5: "All Play Means Something": Using Digital Learning Games and Simulations to Support Instructional Planning and Assessment
6) Approaches to Taking Real-Time Student Assessment to Scale

References
Index

Peggy L. Maki

Peggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. She has served on several assessment advisory boards, including the national advisory board for AAC&U’s VALUE Project and its Quality Assurance Group and one of Lumina Foundation’s advisory boards. In August 2016 she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) National Advisory Panel. For three years she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May, 2011-May, 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics. Altogether, she has presented over 550 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, Educause, and Project Kaleidoscope, she has presented national webinars on assessment of student learning. She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.