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Advancing Assessment of Learning in Higher Education as a Discipline: Benefits, Tensions, and Next Steps
- Source :
-
Research & Practice in Assessment . 2022 17(2):5-18. - Publication Year :
- 2022
-
Abstract
- Assessment of Learning in Higher Education (ALHE) has, since its roots in the early 1980s, grown into a routine activity in higher education institutions in the United States that is led by thousands of professionals who contribute to a growing body of scholarship. Yet, there are few formal ALHE training programs, no licensure or certification for ALHE professionals, no accreditation for ALHE programs, and only a handful of dedicated journals, resulting in limited outside recognition of ALHE as a discipline. Failure to fully establish ALHE as a discipline puts ALHE in a dangerous position, leaving its progress in advancing student learning vulnerable to external forces. The purposes of this paper are to examine the progress ALHE has made in advancing as a discipline and to explore the benefits and tensions inherent in growing ALHE as a discipline. Using lessons from Library Science, the paper concludes by identifying steps that show promise for continuing the advancement of ALHE as a discipline and ensuring ALHE is ready to meet the needs of future generations of learners.
Details
- Language :
- English
- ISSN :
- 2161-4210
- Volume :
- 17
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Research & Practice in Assessment
- Publication Type :
- Academic Journal
- Accession number :
- EJ1348800
- Document Type :
- Journal Articles<br />Reports - Descriptive