Demonstrating Student Success
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| Author | : Megan Moore Gardner |
| Publisher | : Taylor & Francis |
| Total Pages | : 124 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000979253 |
This practical guide to outcomes-based assessment in student affairs is designed to help readers meet the growing demand for accountability and for demonstrating student learning. The authors offer a framework for implementing the assessment of student learning and development and pragmatic advice on the strategies most appropriate for the readers’ particular circumstances. Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success. One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources. The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
| Author | : George D. Kuh |
| Publisher | : John Wiley & Sons |
| Total Pages | : 422 |
| Release | : 2011-01-07 |
| Genre | : Education |
| ISBN | : 1118046854 |
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
| Author | : Thomas R. Hoerr |
| Publisher | : ASCD |
| Total Pages | : 210 |
| Release | : 2016-11-16 |
| Genre | : Education |
| ISBN | : 1416622721 |
For success in school and life, students need more than proficiency in academic subjects and good scores on tests; those goals should form the floor, not the ceiling, of their education. To truly thrive, students need to develop attributes that aren’t typically measured on standardized tests. In this lively, engaging book by veteran school leader Thomas R. Hoerr, educators will learn how to foster the “Formative Five” success skills that today’s students need, including Empathy: learning to see the world through others’ perspectives. Self-control: cultivating the abilities to focus and delay self-gratification. Integrity: recognizing right from wrong and practicing ethical behavior. Embracing diversity: recognizing and appreciating human differences. Grit: persevering in the face of challenge. When educators engage students in understanding and developing these five skills, they change mindsets and raise expectations for student learning. As an added benefit, they see significant improvements in school and classroom culture. With specific suggestions and strategies, The Formative Five will help teachers, principals, and anyone else who has a stake in education prepare their students—and themselves—for a future in which the only constant will be change.
| Author | : Rosie Phillips Bingham |
| Publisher | : Taylor & Francis |
| Total Pages | : 173 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1000977528 |
While both committed to providing effective programs and services that help students succeed in college and beyond, and aware of the increasing demands from internal and external stakeholders that every dollar spent benefits students and contributes to the mission of higher education, student affairs professionals have little guidance about how to create and sustain the culture of assessment to achieve these goals. This book provides the practical directions for embedding assessment in the fabric of practice.The authors in this volume – all experienced senior level leaders who have established programs that exemplify a culture of evidence-based practice – identify and explicate ten tenets of practice for leading and implementing a culture of change committed to student learning and sound assessment methods. Grounded in assessment literature, the tenets are:1. Understand the Why of Assessment2. Commit to Student Learning as a Primary Focus3. Lay the Foundation for a Sustainable Assessment Culture4. Develop Strategies to Engage Staff in a Commitment to Assessment5. Provide Recognition and Accountability Structures6. Reaffirm the Importance of Assessment to Anchor Cultural Change 7. Develop Sound Assessment Plans8. Connect Assessment Plans to Divisional and Institutional Strategic Plans9. Determine the Appropriate Methods for Assessing Programs and Services10. Market Data to Leverage Buy-in, and Promote Utility to the Campus Community The basic premise of this book is that the Senior Student Affairs Officer must be the primary leader and spokesperson for this effort, both in setting the tone and keeping all members of the team accountable for implementation and the commitment of their units. The book opens with an overview of history and purpose and language of assessment, relates it to the educational mission of student affairs, and outlines the four elements necessary to start a culture of assessment: commitment, connection, consistency, and communication. In addressing the role of the Senior Student Affairs Officer, subsequent chapters address the process of gaining “buy-in” and the importance understanding the unique culture of the institution; provide guidance on creating an environment of trust, accountability, and transparency; and describe how to lay the foundations to sustainability through consistency and strong interpersonal and collaborative relationships among the staff.The book concludes by summarizing the essential assessment practices and tools that senior leaders need to be aware of – providing examples of assessment cycle templates that can be applied across departments – and outlining how to establish a strategic plan aligned with institutional mission that is linear, predictable and consistent, and aligned with institutional mission; as well as communicating results both externally and internally for the purposes of improvement.
| Author | : Laura G. Knapp |
| Publisher | : RTI Press |
| Total Pages | : 124 |
| Release | : 2016-09-29 |
| Genre | : Education |
| ISBN | : 1934831204 |
People providing services to schools, teachers, and students want to know whether these services are effective. With that knowledge, a project director can expand services that work well and adjust implementation of activities that are not working as expected. When finding that an innovative strategy benefits students, a project director might want to share that information with other service providers who could build upon that strategy. Some organizations that fund programs for students will want a report demonstrating the program’s success. Determining whether a program is effective requires expertise in data collection, study design, and analysis. Not all project directors have this expertise—they tend to be primarily focused on working with schools, teachers, and students to undertake program activities. Collecting and obtaining student-level data may not be a routine part of the program. This book provides an overview of the process for evaluating a program. It is not a detailed methodological text but focuses on awareness of the process. What do program directors need to know about data and data analysis to plan an evaluation or to communicate with an evaluator? Examples focus on supporting college and career readiness programs. Readers can apply these processes to other studies that include a data collection component.
| Author | : Pam Bowers |
| Publisher | : |
| Total Pages | : |
| Release | : 2020-03 |
| Genre | : |
| ISBN | : 9781948213127 |
| Author | : Frederic W. Skoglund |
| Publisher | : R&L Education |
| Total Pages | : 174 |
| Release | : 2011-06-16 |
| Genre | : Education |
| ISBN | : 1610483553 |
This book is about moving from the conceptual to practical applications that impact the day-to-day teaching and learning processes. Skoglund and Ness give School leaders all the tools that are necessary to change the culture of a school, improve teacher performance, and elevate student achievement. Each component of the process is clearly addressed. The authors provide critical documents, such as an academic mission, core commitments, instructional calendars, common assessments, data charts, error analysis forms, and meeting agendas. The Continuous Improvement System differs from other improvement efforts in that it views the school as an integrated whole and not a group of parts that are to be independently addressed. This common-sense approach has been welcomed by administrators and teachers alike.
| Author | : James Stronge |
| Publisher | : Routledge |
| Total Pages | : 182 |
| Release | : 2013-07-23 |
| Genre | : Education |
| ISBN | : 1317926293 |
Research has shown that there is no greater influence on a student's success than the quality of his or her teacher. This book presents the research findings which demonstrate the connection between teacher effectiveness and student achievement. Author James Stronge describes and explains the value-added teacher-assessment research that has emerged in the past decade and demystifies the power and practices of effective teachers.
| Author | : Carol A. Tomlinson |
| Publisher | : ASCD |
| Total Pages | : 174 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 1416617736 |
Carol Ann Tomlinson and Tonya R. Moon take an in-depth look at assessment and show how differentiation can improve the process in all grade levels and subject areas. After discussing differentiation in general, the authors focus on how differentiation applies to various forms of assessment--pre-assessment, formative assessment, and summative assessment--and to grading and report cards. Readers learn how differentiation can --Capture student interest and increase motivation --Clarify teachers' understanding about what is most important to teach --Enhance students' and teachers' belief in student learning capacity; and --Help teachers understand their students' individual similarities and differences so they can reach more students, more effectively Throughout, Tomlinson and Moon emphasize the importance of maintaining a consistent focus on the essential knowledge, understandings, and skills that all students must acquire, no matter what their starting point. Detailed scenarios illustrate how assessment differentiation can occur in three realms (student readiness, interest, and learning style or preference) and how it can improve assessment validity and reliability and decrease errors and teacher bias. Grounded in research and the authors' teaching experience, Assessment and Student Success in a Differentiated Classroom outlines a common-sense approach that is both thoughtful and practical, and that empowers teachers and students to discover, strive for, and achieve their true potential. This is PDF Format E-book: ISBN 978-1-4166-1773-0
| Author | : Raymond V. Padilla |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2023 |
| Genre | : Children with social disabilities |
| ISBN | : 9781003447191 |
This book focuses on one of the key questions in education: What determines a student0́9s success?Based on twenty years of work on student success, Ray Padilla here presents two related models he has developed that both provide a framework for understanding success and indicate how it can be enhanced and replicated. The research and theory that inform his models are covered in detail.He defines student success simply as progress through a program of study, such that the student and others expect him or her to complete it and be promoted to the next level or graduate. Rather than focusing on the reasons for failure or drop out, his approach focuses on understanding the factors that account for student success and that enable many students, some of them under the most challenging circumstances, to complete all program requirements and graduate. The models provide schools and colleges with an analytical tool to uncover the reasons for student success so that they can develop strategies and practices that will enable more students to emulate their successful peers. They address the characteristics of the students0́4such as motivation and engagement, the ability to surmount barriers, and persistence0́4and similarly surface the characteristics of teachers, the educational institution, its resources, and the contexts in which they interact. The process provides administrators with a clear and appropriate strategy for action at the level of each individual unit or subpopulation. Recognizing the need to develop general models of student success that also can be applied locally to specific situations and contexts, the book presents Padilla0́9s Expertise Model of Student Success (EMSS) that can be applied to general populations, as well as the Local Student Success Model (LSSM) that can be used to drive local institutional strategies to improve student success.The book demonstrates how the models have been applied in settings as diverse as a minority high school, a community college, and an Hispanic Serving Institution, and for such purposes as comparing a high-performing and a non high-performing elementary school. Contributors:* Kimberly S. Barker is an assistant professor at Texas A&M University-Kingsville, System Center San Antonio. She is currently working in the College of Education, Department of Curriculum and Instruction.* Mary J. Miller is the Instructional Compliance Director for the Edgewood Independent School District in San Antonio, Texas. Prior to this appointment, she served as an elementary school principal for ten years.* George E. Norton is the Assistant Vice President of Student Affairs for Admissions, Orientation & Transition Services at The University of Texas at San Antonio.* Ralph Mario Wirth is an administrator and director of educational planning at The San Antonio School for Inquiry and Creativity, as well as lead researcher for the Democratic Schools Research Institute, Inc.
