National Institute for Learning Outcomes Assessment | University of Illinois

National Coalition for Learning Outcomes Assesment

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National Institute for Learning Outcomes Assessment

  • 12/3/2018

    NILOA and CAS recognize that there are practices occurring within institutions of higher education that address issues of equity in relation to assessment. What is lacking is awareness of the various practices, their effectiveness, process elements, and the impact of equitable assessment efforts on diverse student populations and their learning.  If your institution is engaged in equitable assessment efforts and you are interested in sharing your processes and practices through a case study or other outlet, review the Call for Case Study Participants and please complete the application by January 15, 2019.

  • 11/29/2018
    The Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE) recently presented the project outcomes. The outcomes "are conceptual qualifications and assessment frameworks for five subject areas, chosen to represent significant academic domains: Engineering (Civil Engineering), Social Sciences (Teacher Education), Humanities (History), Health Care (Nursing) and Natural Sciences (Physics)."
  • 11/29/2018
    In her most recent blog post, Linda Suskie discusses the widespread use of Bloom's taxonomy for writing and considering learning outcomes in higher education. Her rationale being that Bloom's has been misused to segment the types of learning gains that can be expected from first-year courses and Bloom's has not been updated to highlight skills needed in today's classrooms, workforce, and society.
  • 11/29/2018

    There are a lot of assessment platforms in higher education, but with many options come common issues when attempting to create and share assessment items efficiently, as the author expresses. One solution could be to have an open assessment platform such as Prendus which can be tailored to fit user needs, shareable, filterable, and actively assesses the quality of items available on the platform.

  • 11/20/2018

    In the summer edition of AAC&U's Liberal Education, Dan McInerney (a NILOA Coach) discusses how the divide between the academe and employment can be bridged through bilingual advocacy for liberal education. This begins by clarifying what our learning outcomes are and inviting every group on campus into the conversation.

  • 11/20/2018
    Lumina Foundation has issued an RFI designed to solicit ideas for building the learning-based system the nation needs. Lumina is encouraging you to submit suggestions of promising practices and identify providers -- including colleges and universities, employers, workforce training entities, state systems, and consortia -- that are committed to incorporating all post-high school learning into transparent credential pathways for adult learners, and particularly adult learners of color.
  • 11/20/2018
    According to a new Strada-Gallup Alumni survey, 53% of students of color said they did not have a faculty mentor during college compared to only 28% of white alumni respondents
  • 11/7/2018Hannah Nyren for EdTechTimes writer Hannah Nyren for EdTechTimes by Hannah Nyren for EdTechTimes published by Hannah Nyren for EdTechTimes
    In this podcast interview as part of the Reimagining Career Pathways series, Linda Noonan, Executive Director of the Massachusetts Business Alliance for Education, discusses future workforce needs, and educational pathways that can better equip learners to meet those needs.
  • 11/7/2018Ashley A. Smith for Inside Higher Ed writer Ashley A. Smith for Inside Higher Ed by Ashley A. Smith for Inside Higher Ed published by Ashley A. Smith for Inside Higher Ed

    Two reports paint a disheartening picture about college accessibility for low-income students and students of color. First, the Institute for Higher Education Policy (IHEP) finds that racial and socioeconomic gaps in both access and graduation rates persist at six midwestern flagship universities even though enrollment of both low-SES students and students of color may have increased. Second, a report from New America finds that over half of low-SES students can be expected to pay over a third of their family’s yearly income to attend college even after factoring in financial aid.

  • 11/7/2018Audrey Williams June for the Chronicle of Higher Education writer Audrey Williams June for the Chronicle of Higher Education by Audrey Williams June for the Chronicle of Higher Education published by Audrey Williams June for the Chronicle of Higher Education
    According to a new Strada-Gallup Alumni survey, 53% of students of color said they did not have a faculty mentor during college compared to only 28% of white alumni respondents.
  • Workshop: The Death of the Traditional Lecture
    10/30/2018Center for Innovative Teaching, Learning & Engagement (CITLE) writer Center for Innovative Teaching, Learning & Engagement (CITLE) by Center for Innovative Teaching, Learning & Engagement (CITLE) published by Center for Innovative Teaching, Learning & Engagement (CITLE)

    On October 31st, the Center for Innovative Teaching, Learning & Engagement (CITLE) located at Clark Atlanta University is hosting a faculty development workshop "In Memoriam of the Traditional Lecture: 1636-2018" to help us move beyond the pedagogy of old and look ahead to new and engaging methods of teaching.

  • 10/30/2018Stephen Sawchuk for Education Week writer Stephen Sawchuk for Education Week by Stephen Sawchuk for Education Week published by Stephen Sawchuk for Education Week
    There were mixed results from an initiative in Tennessee which offered students the opportunity to enroll in a transition math course as seniors in high school aimed to diminish the number of students necessitating developmental mathematics upon enrolling in college. While the program helped to decrease the number of students that needed developmental math, the initiative did so without significantly increasing students' actual math knowledge.
  • 10/30/2018Joshua Steele for the Evolllution writer Joshua Steele for the Evolllution by Joshua Steele for the Evolllution published by Joshua Steele for the Evolllution

    The University of Arizona's 100% Engagement initiative demonstrates that it is possible to meaningfully engage online learners in experiential learning opportunities such as internships, study abroad, and applied projects.

  • 10/19/2018
    With the help of cross-disciplinary peers acting as neutral assessors, a faculty member made pedagogical and assessment changes to a course resulting in a decrease in fail and withdrawal rates from 33% to 11% while student confidence increased.
  • 10/19/2018

    Cathy Davidson has transformed her courses from lectures into student-led workshops that give students a voice in their education. This article highlights ideas from Davidson's new book The New Education: How to Revolutionize the University to Prepare Students for a World in Flux.

  • 10/19/2018

    Catalyst in Action, a follow-up to Eynon and Gambino's 2017 book High-Impact ePortfolio Practice, offers 20 case studies drawn from diverse campuses, and introduces the Catalyst Framework aimed at highlighting strategies needed to launch, build, and sustain a high-impact ePortfolio practice. 

  • 9/26/2018
    The Assessment Institute in Indianapolis is the nation's oldest and largest event focused exclusively on outcomes assessment in higher education. Advanced on-line registration closes Friday, October 5.
  • 9/26/2018Matt Reed for Inside Higher Ed writer Matt Reed for Inside Higher Ed by Matt Reed for Inside Higher Ed published by Matt Reed for Inside Higher Ed
    White standardized tests have mixed reviews in terms of utility and fairness, their potential as a tool to identify talent could be beneficial. Talented students do not only exist in well-funded schools, and sometimes colleges can fail to recruit top students from underperforming districts. Standardized tests could help to identify these latter students and make them college-bound.
  • 9/26/2018David Gooblar for the Chronicle of Higher Education writer David Gooblar for the Chronicle of Higher Education by David Gooblar for the Chronicle of Higher Education published by David Gooblar for the Chronicle of Higher Education

    Following the seven concepts outlined in How Learning Works: Seven Research-Based Principles for Smart Teaching, David Gooblar writes about the second principle; expectancies. Specifically, he discusses how to better motivate students to do the work by making learning outcomes achievable.

  • 9/24/2018Association of American Colleges and Universities (AAC&U) writer Association of American Colleges and Universities (AAC&U) by Association of American Colleges and Universities (AAC&U) published by Association of American Colleges and Universities (AAC&U)
    This new report from AAC&U states that business executives and hiring managers believe a college education is both important and a wise investment for students. Additionally, higher weight is placed on skills and knowledge that cut across disciplines when hiring new graduates. The findings come from two parallel national surveys of approximately 1,000 combined participants.