Del i serien Assessment and Improvement in Higher Education

Interrogating, Disrupting, and Reframing College Student Learning Outcomes

Häftad, Engelska, 2026

649 kr

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This book positions learning as the observable, verifiable demonstration of skills and competencies acquired through instruction, shifting the focus from grade-point averages and standardized tests to direct evidence of college student performance.Beginning with an examination of how higher education has prioritized certification over demonstrable learning, this text offers practical frameworks for designing instruction, assessments, and outcomes that emphasize demonstrable competence over abstract metrics. Key topics include learning theories, AI challenges, ethical data practices, funding incentives, and performance-based accreditation. Vignettes showcase real-world application across diverse institutional settings, weaving together perspectives from faculty, administrators, and students for a rich, comprehensive view of these practices in action.This book is written for faculty, assessment leaders, administrators, accreditors, and policymakers who want claims about learning to be clear, verifiable, and publicly defensible.

Produktinformation

Utgivningsdatum2026-09-10
Mått152 x 229 x undefined mm
FormatHäftad
SpråkEngelska
SerieAssessment and Improvement in Higher Education
Antal sidor194
FörlagTaylor & Francis Ltd
ISBN9781041194194

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Jarek Janio is Faculty Coordinator at Santa Ana College School of Continuing Education in Southern California, USA. He founded the SLO Symposium in 2014, an annual national gathering of higher education professionals dedicated to the assessment of student learning. Since 2020, he has coordinated Friday SLO Talks, a weekly professional forum where educators discuss assessment, accreditation, and student learning. In 2022, he established the California Outcomes Assessment Coordinators' Hub (COACHes), a network supporting assessment practitioners. Janio has presented and published extensively on student learning outcomes, competency-based assessment, and educational effectiveness. He holds a B.A. from California State University, Long Beach, an M.Ed. from California State University, Dominguez Hills, and a Ph.D. from Walden University.

Introduction 1. Learning as Skill: From Apprenticeship to Observable Competence 2. Learning as Evidence: Why Theories Matter for the Assessment of Student Learning 3. What Counts as Learning: Observable Behavior and Public Trust 4. Every Verb Counts: Making Learning Visible Without Cognitive Guesswork Interlude 5. Designing Instruction for Observable Learning: From Pedagogy to Documented Competence 6. Assessing What Students Do: Direct Methods Across Disciplines 7. When Products Are All We Have: Assessing Behavior in the Age of AI 8. Learning as Evidence Ecology: Managing Records for the Assessment of Student Learning 9. Aligning Assessment of Student Learning with Funding and Accountability 10. Accreditation, Assessment of Student Learning, and Public Trust