About the Book
Trends in Assessment provides readers with a survey of the state-of-the-art of the enduring assessment concepts and approaches developed over the past twenty-five years, and includes chapters by acknowledged experts who describe how emerging assessment trends and ideas apply to their programs and pedagogies, covering:
Community Engagement
ePortfolios
Faculty Development
Global Learning
Graduate and Professional Education
High-Impact Practices
Learning Improvement and Innovation
Assessment Trends from NILOA
STEM
Student Affairs Programs and Services
The concluding chapters point to a future of assessment and identify several meta-trends in assessment.
The book was conceived by organizers and contributors of the Assessment Institute in Indianapolis, the nation’s oldest and largest higher education assessment event, and includes contributions by the following partners of the Institute: Association for the Assessment of Learning in Higher Education (AALHE); Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL); Association for General and Liberal Studies (AGLS); Association for Institutional Research (AIR); Association of American Colleges and Universities (AAC&U); Center for Postsecondary Research (CPR)/National Survey of Student Engagement (NSSE); and Higher Education Data Sharing Consortium (HEDS).
Trends in Assessment serves as a vital resource for faculty, student affairs professionals, administrators, anyone involved in accreditation, and scholars in the field.
Table of Contents:
Introduction; Part One: Trends in Assessment 1. Movement Afoot: Fostering Discourse on Assessment Scholarship 2. Becoming More HIP: Assessment Trends in High-Impact Learning Practices and Student Success 3. Evolving Practices in the Development and Assessment of Global Learning 4. Assessing Community Engagement 5. Understanding Students Yesterday, Today, and Tomorrow: Trends in Student Affairs Assessment 6. STEM Education and Assessment: Evolving Through Evidence 7. Assessment at the Highest Degree(s): Trends in Graduate and Professional Education 8. Measuring Faculty Learning: Trends in the Assessment of Faculty Development 9. Transforming Assessment, Assessing Transformation: ePortfolio Assessment Trends; Part Two: Looking to the Future 10. Lots of Assessment, Little Improvement? How to Fix the Broken System 11. Using Assessment Trends in Planning, Decision-Making, and Improvement 12. Meta-Trends in Assessment: Perspectives, Analyses, and Future Directions
About the Author :
Stephen Hundley, Ph.D., is Senior Advisor to the Chancellor for Planning and Institutional Improvement at IUPUI, an urban-serving institution with 30,000 students. He is also Professor of Organizational Leadership within the Department of Technology Leadership and Communication in IUPUI’s School of Engineering and Technology. Stephen chairs the annual national-level Assessment Institute in Indianapolis, the nation’s oldest and largest higher education event focused on assessment and improvement. He is host of Leading Improvements in Higher Education, a podcast profiling people, initiatives, institutions, and organizations improving conditions in higher education. Stephen is also executive editor of Assessment Update, an award-winning bimonthly periodical from Wiley with a national readership. His prior administrative roles at IUPUI include program director, department chair, and associate dean for academic affairs and undergraduate programs in the School of Engineering and Technology; associate vice chancellor for strategic initiatives in the Office of the Executive Vice Chancellor and Chief Academic Officer; and interim associate vice chancellor for undergraduate education and dean of University College. Stephen earned his bachelor's and master's degrees from Virginia Commonwealth University and a doctorate from American University in Washington, D.C.
Susan Kahn, Ph.D., is Director of Planning and Institutional Improvement Initiatives at IUPUI, and also serves as an adjunct faculty member in IUPUI’s Department of English in the School of Liberal Arts and in University College, academic home for IUPUI’s first-year students. In the past, she served as Director of the Undergraduate Teaching Improvement Council (now Office of Professional and Instructional Development) for the University of Wisconsin System, and as Senior Academic Planner and Special Assistant to the Senior Vice President for Academic Affairs, also at the UW System. After joining IUPUI, she directed the Urban Universities Portfolio Project, a national initiative that produced the first generation of electronic institutional portfolios aimed at demonstrating institutional and educational effectiveness. She also directed IUPUI’s student ePortfolio effort from 2006 until 2018, guiding its development from a fledgling project to a campus-wide initiative designed to engage and empower students in their learning and development and to provide rich evidence for assessment. She co-edited Electronic Portfolios: Emerging Trends in Student, Faculty, and Institutional Learning (Stylus, 2001). She was the assessment editor for About Campus from 2006-2010 and is currently associate editor of Assessment Update. Susan earned her bachelor’s degree from Smith College and her master’s and doctoral degrees from the University of Wisconsin-Madison.
Review :
“Each of the chapters contained herein is worth reading by itself, but I hope that readers will take the time to consume all of the chapters in order to see meta-trends taking shape in various settings—and to observe as well the growing sophistication of assessment practices as they evolve to fit the ever-changing contexts of higher education.”
From the foreword by Trudy W. Banta
“Whether you’re a longtime assessment leader or a newcomer, this volume is a terrific tour of the movement’s most important trends and developments: a more integrative vision of learning; more varied and authentic methods; new partners; and, most of all, a growing community of educators working together to improve student learning and success. While not glossing over challenges, Trends in Assessment is a heartening account of what is possible and where assessment can make a difference in the future.”
Pat Hutchings, Senior Scholar, National Institute for Learning Outcomes Assessment
“Everyone engaged with assessment should read this important book. This well-conceived and incredibly useful volume presents a summary of trends and themes in the field. The writers concentrate on practical issues and on the big ideas and paradigm-shifting developments that can make assessment more powerful for student learning in the future. The volume is at once a primer and also a challenge, not afraid to ask the tough questions that assessment leaders struggle with every day.”
Barbara Walvoord, Professor Emerita, University of Notre Dame
“The contributors to this Festschrift-like compilation summarize the major advances in student learning outcomes assessment, most of which have been featured at the annual Assessment Institute, the premier gathering of scholars and practitioners committed to documenting and improving student learning. Timely and authoritative, Trends in Assessment stands as the contemporary ‘go-to’ resource about promising assessment approaches for faculty and staff new to assessment work as well as seasoned practitioners.”
George D. Kuh, Chancellor’s Professor Emeritus of Higher Education, Indiana University
“I have been a participant and presenter at virtually every Assessment Institute since its founding. But I have always been frustrated by the impossibility of attending all the sessions I want to—a condition that has only worsened as the Institute has grown so dramatically and successfully. In Trends in Assessment, we finally have a volume that addresses this dilemma. The nine topical chapters focused on the Assessment Institute’s recent tracks summarize the major features of the current assessment landscape in a common format that covers main points, methodological challenges, and future directions. Both veterans and newcomers will find it invaluable, and I will keep it close during the many future Assessment Institutes I plan to attend.”
Peter Ewell, President Emeritus, National Center for Higher Education Management Systems; NILOA Senior Scholar
