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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2022
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1348800 |
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| _version_ | 1867181479976501248 |
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| author | Penn, Jeremy D. |
| author_facet | Penn, Jeremy D. Penn, Jeremy D. |
| collection | Education Resources Information Center |
| contents | Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps Penn, Jeremy D. Educational Assessment Higher Education Intellectual Disciplines Training Library Science Student Evaluation Certification Accreditation (Institutions) Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners. |
| format | Recurso educativo Open Access |
| id | eric_EJ1348800 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2022 |
| record_format | eric |
| spellingShingle | Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps Penn, Jeremy D. Educational Assessment Higher Education Intellectual Disciplines Training Library Science Student Evaluation Certification Accreditation (Institutions) Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps Penn, Jeremy D. Educational Assessment Higher Education Intellectual Disciplines Training Library Science Student Evaluation Certification Accreditation (Institutions) Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners. |
| title | Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps |
| topic | Educational Assessment Higher Education Intellectual Disciplines Training Library Science Student Evaluation Certification Accreditation (Institutions) |
| url | https://eric.ed.gov/?id=EJ1348800 |