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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 System for Fostering and Assessing Writing and Critical Thinking Skills Teresa Flateby Matrix Surveys: A New Tool for Evaluation and Research Stephen C. Ehrmann, Nils S. Peterson Bottom Up: Institutional Collaboration and the Creation of an Assessment Culture Daniel K. Bubb, Michael B. Herzog, Patricia Terry, Christina A. Geithner COLUMN Assessment Measures Gary R. Pike FEATURES Recommended Reading Patricia A. Coward MEMOS     

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ARTICLES Took Survey. Got Shirt: Using Effective Educational Practices to Maximize NSSE Response Rates Matthew L. Feldmann and Keli Jackson My Own Worst Enemy: Five Ways My Best Intentions Impair Assessment Jeremy D. Penn Repairing a Broken Assessment System Christie Hill Magoulias Assessment in Times of Turbulence: Using Assessment Tools to Understand and Change Processes in Student Services Jennifer Massey, Bruce Griffiths, and Nanci Corrigan COLUMNS Assessment Measures: The Cooperative Institutional Research Program (CIRP) Surveys Gary R. Pike Community College Strategies: Improving Faculty Ownership of General Education and Its Assessment Rose Mince, Lynne A. Mason, and Nancy Bogage     

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ARTICLES Mission Accomplished! The Development of a Competence‐based E‐portfolio Assessment Model Shelley Schuurman, Scott Berlin, Jamie Langlois, Julie Guevara The Third Rail of Assessment—Dangerous but Powerful Dale L. Mort Video Killed the Radio Star—Video Created the Student Star! Vicki Harvey, Alex Avramenko Assessing Ed.D. Programs for Program Evaluation and Improvement and Impact on PK—20 Learning Environments Marilee J. Bresciani, Cynthia L. Uline COLUMN Community College Strategies June F. Prince FEATURES Probation Outreach Program Rose A. Wedemeyer Recommended Reading Susan Kahn     

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ARTICLES Growth in Disciplinary Resources for Assessment in the Liberal Arts Theresa Ford Changing the Climate for Assessment David S. Martins Using Student Focus Groups to Facilitate Communication and Improve the Learning Environment Kathleen S. Martin, Elda E. Martinez From Consensus to Performance: Formative Course Assessment in Elementary Algebra James Benner, Kathy Kapcsos COLUMN Assessment Measures Gary R. Pike with James C. Thomas     

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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     

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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     

Reviews

Book reviewed in this article: LEVEL PLAYING FIELDS? Level Best? Levels of Attainment in National Curriculum Assessment. OVERVIEW OF THE KEY STAGE 3 LITERACY STRATEGY The Key Stage 3 Strategy: Evaluation of the First Year of the Pilot     

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ARTICLES Graduate Programs: The Wild West of Outcomes Assessment Jordan H. Orzoff, Paula E. Peinovich, Eric Riedel The Role of the Quality Enhancement Plan in Engendering a Culture of Assessment Thomas P. Loughman, Joyce Hickson, Gina L. Sheeks, J. William Hortman Using Assessment to Bring About Cultural Change: The Value of Assessing Learning Spaces Michael Harris, Roxanne Cullen COLUMNS From the States Peter T. Ewell Community College Strategies Joshua S. Smith, Sungtaek Lim, Sharon Bone     

Student perception of teaching effectiveness: development and validation of the Evaluation of Teaching Competencies Scale (ETCS)

A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and problem‐solving. The behaviourally anchored Evaluation of Teaching Competencies Scale is a highly reliable (alpha = .94), unidimensional measure that correlated strongly with an instructor‐related composite of the Students’ Evaluation of Educational Quality (SEEQ, r = .72), but not to a SEEQ composite related to instructor assigned work (r = .04, N = 195). The results are discussed in the context of other measures of teaching effectiveness and transformational leadership theory.     

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ARTICLES A Rose by Any Other Name: Grading and Assessment Elizabeth C. Greville Diversity as a Learning Goal: Challenges in Assessing Knowledge, Skills, and Attitudes Pam Bowers Challenges to the Credible Assessment of Learning Don Noel Smith Integrating Assessment and Budget Planning Processes: A Good or a Bad Idea? Jeff E. Hoyt COLUMNS From the States Peter T. Ewell Assessment Measures Gary R. Pike     

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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 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     

Understanding metacognition through the use of pupil views templates: Pupil views of Learning to Learn

As part of the Learning to Learn Phase 3 Evaluation [for full detail see Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Moseley, D., et al. (2007). Learning to Learn in Schools Phase 3 Evaluation: Final Report. London: Campaign for Learning. Available at: www.campaignforlearning.org.uk; Higgins, S., Wall, K., Falzon, C., Hall, E., Leat, D., Baumfield, V., et al. (2005). Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk; Higgins, S., Wall, K., Baumfield, V., Hall, E., Leat, D., Woolner, P. et al. (2006). Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning. Available at: http://www.campaignforlearning.org.uk] teachers across three Local Authorities in England were supported in using an approach fitting ideas of professional enquiry through action research [Baumfield, V., Hall, E., & Wall, K. (2008). Action research in the classroom. London: Sage]. In this complex project, teachers have explored different innovations that they believe to fit under the umbrella term of Learning to Learn, implementing and investigating approaches ranging from cooperative learning [Kagan, S. (2001). Cooperative learning. Kagan Publishing. www.Kaganonline.com] to Assessment for Learning [Black, P. J. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–73] to Thinking Skills [Baumfield, V. & Higgins, S. (1997). ‘But no one has maths at a party: Pupils’ reasoning strategies in a thinking skills programme. Curriculum, 18(3), 140–148]. As part of these enquiries teachers have increasingly involved pupils and their perspective for providing critical insight to processes associated with Learning to Learn. This corresponds to debates around pupil voice [for example, Flutter, J. & Ruddock, J. (2004). Consulting pupils: What's in it for schools? London: Routledge Falmer], and also the fact that teachers in the project see pupils as having characteristics that can support the development of a Learning to Learn philosophy [Hall, E., Leat, D., Wall, K., Higgins, S., & Edwards, G. (2006) Learning to Learn: Teacher research in the zone of proximal development. Teacher Development, 10(2)] This paper will use the method of pupil views templates [Wall, K. & Higgins, S. (2006). Facilitating and supporting talk with pupils about metacognition: A research and learning tool. International Journal of Research and Methods in Education, 29(1), 39–53] used by teachers as a pragmatic tool [Baumfield, V., Hall, E., Higgins, S., & Wall, K. (2007). Tools for enquiry and the role of feedback in teachers’ learning. Paper presented at the European Association for Research in Learning and Instruction Conference] to research pupils’ perspectives of Learning to Learn and the processes they perceive to be involved. It will use an analysis frame to examine and explore data about pupils’ declarative knowledge of the process of learning and therefore aspects of their metacognitive knowledge and skilfulness [Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task difference. Learning and Individual Differences, 15, 159–176].     

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ARTICLES A Snapshot of Chemistry Faculty Members' Awareness of Departmental Assessment Efforts Mary Elizabeth Emenike, Jacob D. Schroeder, Kristen L. Murphy, Thomas Holme Engaging Colleagues' Final Examinations: Learning From a Hong Kong Model to Promote Mindful Practice Bradley A. Gangnon, Constance C. Milbourne Any Questions? Mary Lou D'Allegro Connecting Assessment to Resource Allocation: A Demonstration Project at Queens University of Charlotte Jamie B. Slater, Timothy E. Burson, John A. McArthur COLUMN Assessment Measures Gary R. Pike     

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ARTICLES Postsecondary Assessment: Faculty Attitudes and Levels of Engagement Tara Eisenhauer Ebersole Editor's Notes Trudy W. Banta Where Learning and Assessment Meet Mark W. Lencho, Michael J. Longrie, Stephen J. Friedman The Degree Specification Project: A Case Study in Departmental Outcomes Assessment Daniel A. Weinstein, Beverly Schneller COLUMN Community College Strategies Richard Haney, Debralee McClellan F EATURE Resources Susan Kahn     

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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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Effective Leadership Assessment: A 360‐Degree Process Call for Contributions Editor's Notes: Accentuating the Positive in Our Work The Broadcast Education Association's Model Rubrics Project: Building Consensus One Rubric at a Time Building a Better Course‐Evaluation Process Assessing Deep Learning: Using a Portfolio to Evaluate Gains in Critical Inquiry among First‐Year Students The Role of an Institution‐Level Assessment Committee in Faculty Professional Development Initiatives First‐Year Composition and Fall‐to‐Fall Retention