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ARTICLES Assessment Trends: A Ten‐Year Perspective on the Uses of a General Education Assessment Jana M. Hanson and Lavonne Mohn Editor's Notes Trudy W. Banta Assessment on a Budget: Overcoming Challenges of Time and Money Cynthia Tweedell Junior Faculty Members' Involvement in University Assessment Min Liu Beyond the Grade: Developing Opportunities for Course‐Embedded Assessment Jeff King COLUMN From the States: Regional Accreditation Redux Peter T. Ewell FEATURE Recommended Reading Chris Mayer     

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SLO‐Based Grading Makes Assessment an Integral Part of Teaching Call for Contributions Editor's Notes: Assessing Assessment's ROI Assessment Plans: A Tool for Sanity Lessons from Multiple Institutional Assessment Measures of Specific Student Learning Outcomes and Satisfaction Assessment Measures: The ACT Engage Survey Community College Strategies: Student Learning Assessment: A Program‐Level Model     

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ARTICLES Collaborative Online Assessments for Validity and Reliability Merilee Griffin Editor's Notes Trudy W. Banta Implementing the Class‐Level Survey of Student Engagement: First Impressions and Findings Ronald F. Rogers, Patrick F. Cravalho, Jonathan G. Boyajian Recognizing Progress in Degree‐Program Assessment: The Seals of Assessment Achievement and Excellence Thomas W. Paradis, Thomas M. Hopewell Building a Culture of Assessment: Ode to Musun, Baker, and Fulmer Jo‐Ellen Asbury COLUMN Community College Strategies Robin Anderson, with Keven Hansen and Joyce M. Ray Memo Bob Smallwood     

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Do Good Assessment Practices Measure Up to the Principles of Assessment? Call for Contributions Healthy Assessment: What Nursing Schools Can Teach Us about Effective Assessment of Student Learning Development of a National Survey for Secondary Mathematics Teacher Education Programs From the States: New Looks in Specialized Accreditation Community College Strategies: Curriculum‐Level Assessment: Finding Meaning and Focus for Real Results     

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Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment Call for Contributions Empowering Faculty and Students with Assessment Data Including Faculty in Accreditation Preparation: Boon or Bane? Relating Students' Grades and Measures of Specific Outcomes Assessment Measures: The AAC&U VALUE Rubrics Community College Strategies: Creating Change and Buy‐In for Assessment through Faculty Learning Communities     

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ARTICLES Contra Assessment Culture Daniel J. Ennis Assessment on the Road: Benchmarking Student Services Through Site Visits Peter A. Konwerski, Andrew C. Sonn, Brian F. Hamluk Embedded Assessment: Using Data We Already Have to Assess Courses and Programs Suzanne Weinstein, Yu‐hui Ching, David Shapiro, Rose L. Martin Online Course Evaluation: Student and Instructor Perspectives and Assessment Potential Christian M. Reiner, Kimberly E. Arnold COLUMN Community College Strategies Ronald R. Pennington, Barbara H. Keim FEATURE Resources Susan Kahn     

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ARTICLES A Model for Integrating Assessment Across an Undergraduate Political Science Major Shala Mills, Bryan Bennett, C. B. Crawford, Lawrence Gould Editor's Notes Trudy W. Banta What Is a Rubric? Merilee Griffin The Internal Consultant Model for Assessment Kristi L. Lewis, Peter J. Swerdzewski The Art of Making Assessment Anti‐Venom: Injecting Assessment in Small Doses to Create a Faculty Culture of Assessment Philip I. Kramer COLUMN Assessment Measures Gary R. Pike     

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ARTICLES The Presentation of the Student Role in Everyday Classroom Life: An Assessment Jonathan I. Marx, Jennifer Crew Solomon, Bradley G. Tripp Editor's Notes Trudy W. Banta A Call for Student Involvement in the Push for Assessment Megan Rodgers Community Outreach: Assessment and Program Planning for Off‐Campus Students Jennifer Massey, Karla Gouthro Closing the Loop: Assessing SLOs for Quantitative and Qualitative Models in Business Courses George G. Klemic, Eveann Lovero COLUMN Assessment Measures Gary R. Pike FEATURE Recommended Reading Susan Kahn     

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Can Assessment Loops Be Closed? A Pop‐Culture–Inspired Assessment of Intercultural Awareness: Reflections from Health Care Education How a Research Faculty Becomes Interested in Assessment A Pedagogical Approach to Assessment Assessment Measures: Developing Surveys of Student Engagement     

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Launching E‐Portfolios: An Organic Process Call for Contributions Editor's Notes: Envisioning Learning Promoting Student Affairs Buy‐in for Assessment: Lessons Learned Working at Assessment Making the Case for Formative Assessment: How it Improves Student Engagement and Faculty Summative Course Evaluations From the States Assessment on Steroids: Colombia's National Testing Program     

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ARTICLES Differential Effect of Topic: Implications for Portfolio Assessment Charles Secolsky, Ellen Wentland Editor's Notes Trudy W. Banta Developing a Collaborative Assessment Framework Norean Radke Sharpe, Rachel I. Reiser, Diane Contara Chase Developing Cost‐Reporting Guidelines for Learning Assessment and Accountability in Virginia Vernon B. Harper Jr. The Assessment Smorgasbord Dale L. Mort COLUMN From the States Peter T. Ewell     

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ARTICLES Using the Academic Skills Inventory to Assess the Biology Major Kyle Seifert, Carol A. Hurney, Clifton J. Wigtil, Donna L. Sundre Expanding Professional Development Opportunities to Enhance the Assessment Process Elizabeth A. Jones Sustaining Assessment: A Post‐Epidemiological Approach Using The Program Evaluation Standards Rick D. Axelson, Arend Flick Clarification of Assessment and Evaluation Gloria K. Goldman, Lori E. Zakel Horizontal Assessment W. James Bradley COLUMN From the States Peter T. Ewell FEATURE Resources Susan Kahn     

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“Just Right” Outcomes Assessment: A Fable for Higher Education Call for Contributions Editor's Notes: Helping Faculty Members Learn Focus on the Bottom‐Line: Assessing Business Writing Including Students in Student Assessment Using Curriculum‐Embedded Assessments of Student Learning: Establishing a Model for Internal Benchmarking Assessment Measures: ExamSoft® Examination Management     

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Closing the Loop: How an Assessment Project Paved the Way for GE Reform Call for Contributions Value‐Added? Committing to Quality: Guidelines for Assessment and Accountability in Higher Education Creating a Cadre of Assessment Gurus (at Your Institution) Assessment as a Communication and Management Tool for Presidents and Trustees Assessing Institutional Assessment: One Institution's Progress in Developing Quality Assessment Practices From the States: Learning and Accreditation: The Elites Push Back     

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ARTICLES Lessons Learned: Assurance of Learning Is Primarily About Learning, Not Assurance Iris Berdrow Transforming Course Evaluations into a Meaningful Measure of Student Outcomes Achievement Christopher A. McCullough Assessing Student Understanding in and Between Courses in Chemistry Jennifer Claesgens, Kathleen Scalise, Mark Wilson, Angelica Stacy Have You Been Flossing? An Analogy for Educational Program Assessment Marcus Jorgensen Assessment of Progress for Undergraduate Majors in Small Departments: A Faculty‐Student Assembly Kenneth R. Albone COLUMN Community College Strategies Rosalie V. Mince, Tara Eisenhauer Ebersole     

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ARTICLES Perspectives From Campus Leaders on the Current State of Student Learning Outcomes Assessment Jillian Kinzie Editor's Notes Trudy W. Banta Peer Review of Program Assessment Efforts: One Strategy, Multiple Gains Margaret Fong Bloom Assessing Doctoral Applicants' Readiness for Doctoral‐Level Work Michelle A. Maher, Benita J. Barnes COLUMN From the States Peter T. Ewell FEATURE Recommended Reading Susan Kahn     

REVIEWS

Book reviewed in this article: Developing Emotional Literacy with Teenage Girls: Building Confidence, Self‐esteem and Self‐respect Tina Rae, Lorna Nelson and Lisa Pederson Formative Assessment in Action: Weaving the Elements Together Shirley Clarke Homespun Remedies ‐ Strategies in the Home and Community for Children with Autism Spectrum and other Disorders Dion E. Betts and Nancy J. Patrick     

Assessing dyslexia in higher education: the York adult assessment battery‐revised

Although there are a number of standardised measures to assess dyslexia in children, there are comparatively fewer instruments suitable for the assessment of dyslexia in adults. Given the growing number of students entering UK higher education institutions, there is a need to develop reliable tools for assessing the additional needs of those with dyslexia and related difficulties. This study reports data from a revised version of the York Adult Assessment: An Assessment Battery for Dyslexia Screening in Higher Education. The current York Adult Assessment‐Revised (YAA‐R) is an assessment battery consisting of tests of reading, spelling, writing and phonological skills. Data from a normative sample of 106 adults without dyslexia and a validation sample of 20 adults with dyslexia illustrate significant group differences on the tests comprising the YAA‐R. Additionally, the YAA‐R has good discriminatory power yielding 80% sensitivity and 97% specificity. Taken together, the YAA‐R is a suitable test battery for the assessment and identification of dyslexia in university students.     

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Through the Rearview Looking Glass: Collaborative Writing and the Accreditation Self‐Study Call for Contributions Editor's Notes: Another Glimpse of Evaluation in China Assessment is Not a Spectator Sport: Experiencing Authentic Assessment in the Classroom Faculty Development for Online Institutions Developing Meaningful Collaborations with Faculty to Sustain Assessments From the States: Wherever They Go: WICHE's Multistate Student Tracking Project Recommended Reading