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dc.contributor.authorFountain, Elizabeth
dc.date.accessioned2016-10-27T22:08:05Z
dc.date.available2016-10-27T22:08:05Z
dc.date.issued2011
dc.identifier.urihttp://hdl.handle.net/20.500.11803/525
dc.description.abstractAs the higher education community continues to increase its focus on student learning as the essential hallmark of the quality and value of a college education, more outcomes assessment models are being developed. City University of Seattle’s model uses its centrally-designed curriculum to embed outcomes at the course, program, and institution level, and to define assessments to provide evidence of student achievement of those outcomes. Program directors ensure this evidence is reviewed annually as part of a continuous improvement process to determine necessary program improvements designed to increase levels of student learning. The model links the outcomes assessment process back to the university’s mission and character as a teaching institution, with an emphasis on authentic assessment strategies. The challenges and successes of this model are discussed, along with suggestions for further research.en_US
dc.language.isoenen_US
dc.publisherCreateSpace
dc.relation.ispartofAuthentic Instruction and Online Delivery
dc.relation.ispartofseriesProven Methods in Higher Education
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectOutcomes assessments in higher educationen_US
dc.subjectStudent learning assessmenten_US
dc.subjectCity University of Seattle outcomes modelen_US
dc.titleCityU’s Approach to Outcomes Assessmenten_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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