TRANSPARENCY IN STUDENT LEARNING ASSESSMENT 4
Running head: TRANSPARENCY IN STUDENT LEARNING ASSESSMENT 1
Transparency in Student Learning Assessment
Name
Institutional Affiliation
Transparency in Student Learning Assessment
This scholarly article talks about the connection between the student learning assessment and the college accreditation standards in the United States. Some of the discussed themes are such as transparency to provide information concerning educational quality, educational responsibility, as well as the standards of accreditation agencies. These agencies include the New England Association of Schools and Colleges’ Commission on Institutions of Higher Education (NEASC), Schools’ Higher Learning Commission (HLC), and the North Central Association of Colleges (NCAC).
In summary, institutions are now required by all regional accrediting agencies in defining their learning goals and assessing student learning. They as well expect them in sharing this information with appropriate stakeholders, as well as utilizing all their findings as a part of an ongoing process of improvement. However, the article does not know much concerning either the type of assessments conducted by institutions or their results. Learning institutions can only become more open when transparency demands are clearly articulated by accreditors, particularly those concerning learning outcomes (Krzykowski & Kinser, 2014). Based on this article, one can deduce that more likely there is a lack of adequate transparency in generating market forces to improve student learning.
Importantly, I might be able to apply the information in this article to a real-world curriculum project. For instance, since institutions are not capable of providing adequate information concerning quality education to the public, this information would help the project to try in making standardized information available to the public. Such data are such as about colleges and their entry requirements and types of competency exams used in reporting student learning. The information would also help the project in demonstrating that it is challenging to obtain information about student learning assessment.
Reference
Krzykowski, L., & Kinser, K. (2014). Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference?. Change, 46(3), 67-73.