Assessment Indicators as a Tool of Process Monitoring, Benchmarking and Learning Outcomes Assessment: Features of Two Types Indicators
Abstract
This study proposes two types of basic assessment indicators named the JCIRP assessment indicators and shows these features. These indicators are a tool of process monitoring, benchmarking and learning outcomes assessment to improve undergraduate education. These indicators are based on the comprehensive I-E-O model and the involvement theory. One type of indicators are made in accordance with the same procedure of the CIRP constructs by the HERI at the UCLA. The other are made with the same scoring procedure of the Engagement Indicators by the Center for Postsecondary Research at the Indiana Univ. School of Education. Each type of indicators have their own features. The Japanese higher education system is under the requirement for qualitative transformation of undergraduate education, the JCIRP assessment indicators will be one of the useful tool to guide education practice.
References
Central Council for Education, Towards the Qualitative Transformation of University Education to Build a New Future: To the Colleges and Universities that Foster Strength to Learn throughout the Life and to Think Actively, Tokyo: Ministry of Education, Culture, Sports, Science & Technology in Japan, 2012. [in Japanese].
A.W. Astin, Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. New York: Macmillan Publishing, 1991.
American Association of Higher Education, “Principles of Good Practice for Assessing Student Learning,” Washington, DC: American Association of Higher Education, 1992; http://www.learningoutcomeassessment.org/NILOAarchive.html.
M. Kaneko, “Alternative Models for Relating Evaluation and Improvement: Standardized Outcome Assessment vs. Process Monitoring,” University Evaluation Review. no.8, 2009, pp.17-29. [in Japanese]
A.W. Astin, What Matters in College?: Four Critical Years Revisited, San Francisco: Jossey-Bass, 1993, p.508.
S. Aihara, “Development of Comprehensive I-E-O model Incorporating Alternative Engagement,” Proc. 2012 IIAI Int’l Conf. on Advanced Applied Informatics (IIAI-AAI 12). IEEE CS, 2012, pp.303-308; doi: 10.1109/IIAI-AAI.2012.66.
J. Sharkness, L. DeAngelo, J. Pryor, CIRP Construct Technical Report. Higher Education Research Inst., Graduate School of Education & Information Studies, Univ. of California, Los Angeles, 2010.
J. Sharkness, L. DeAngelo, “Measuring Student Involvement: A Comparison of Classical Test Theory and Item Response Theory in the Construction of Scales from Student Surveys,” Research in Higher Education, vol.52, no.5, 2011, pp.480-507.
S. Aihara, “Learning Assessment of the Department of Child Education at Kun-ei Women’s College: Creating Assessment Indicators from JJCSS2009,” Research Journal [Kenkyu Kiyou].vol.47, Osaka Kun-ei Women’s College, 2012, pp.1-10. [in Japanese]
NSSE, Engagement Indicators; http://nsse.indiana.edu/html/engagement_indicators.cfm.
P.T. Terenzini, and R. D. Reason, Parsing the First Year of College: A Conceptual Framework for Studying College Impacts. Paper presented at the annual meeting of the Association for the Study of Higher Education, 2005.
Japan Association for College Accreditation (JACA), Tandaiseichosa; http://www.jaca.or.jp/service/other/research/tandaiseichosa.html
