More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education
October 26, 2009
Contrary to what observers think, findings from a national study released today show that gathering information about what undergraduates learn during their studies is commonplace in most US colleges and universities. Read more . . .
Please cite as: Kuh, G., & Ikenberry, S. (2009). More than you think, Less than we need: learning outcomes assessment in American Higher Education. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
This NILOA work has been featured in a several media venues:
Leimer, C. (2012, July-August). Organizing for Evidence-Based Decision Making and Improvement. Change Magazine: The Magazine of Higher Learning, 44(4), 52-58.
Bowman, N. A. (2011). Examining Systematic Errors in Predictors of College Student Self-Reported Gains. New Directions for Institutional Research, 150, 7-19.
Hoover, E. (2009, October 27). An Expert Surveys the Assessment Landscape. The Chronicle of Higher Education,
Jaschik, S. (2009, October 26). Assessment vs. Action. Inside Higher Ed.
Also announced in the newsletters for various organizations, such as ACE and AIR.
University World News (2009, November 1) US: New report on learning outcomes assessment.
Deffenbacher, K. (2011, January-February).Faculty Forum: Assessment Metaphors We Live By, Academe Online (American Association of University Professors).
Council for Graduate Schools Publication. (2011, May). Preparing Future Faculty to Assess Student Learning.
"The survey affirms the key role of accreditation in addressing student achievement and speaks to the value of the institution-accreditation partnership.…”