Student learning assessment leader, Chalk & Wire, is pleased to introduce the Guide to Successful Accreditation / Reaccreditation. The free 10-page download will help higher education institutions navigate student learning assessment and the accreditation / reaccreditation process.
The Guide to Successful Accreditation / Reaccreditation covers a variety of areas that higher education institutions should be familiar with to ensure a smoother path to accreditation / reaccreditation including:
Introduction to Achieving Accreditation,
Preparing for Institutional Change,
The Difference between Grades and Educational Assessment, and
10 Steps to Successfully Achieve Accreditation / Reaccreditation through Educational Assessment
The concept of a badge is a very deep-rooted one; everyone is familiar with merit badges from scouting. Badges are bite-sized visual representations that denote evidence of skills and experience. In the world of higher education, badging is becoming a sophisticated technology to verify learning.
Open Badges are a relatively new technology standard for recognizing and documenting student learning. Beginning with Mozilla’s Open Badge Project in 2011-12, and with help from the MacArthur Foundation, a standard for badges as digital micro-credentials emerged. By 2013, over 1,450 organizations were issuing badges worldwide.
Why are badging & credentialing important in higher education? Badging is an ideal way to prove skills and experience to employers.
The bachelor’s degree is now a virtual commodity. As such, the laws of economics must prevail to drive down its value as a differentiator.
In order to break the cycle of commoditized degrees, educational institutions need to bravely take on the challenge of verifying and documenting student learning in a way that allows employers to seek and find the candidates they need.
At Chalk & Wire, our experience leads us to be optimistic and believe that verified digital badging will be the solution needed to successfully chronicle students’ skills development and allow employers to understand and trust their academic and soft skills achievements.
First, let’s be clear that the so-called skills gap is not something new. It’s been brewing like a toxic stew for more than forty years. The term “skills gap” only barely describes what is really going on. Nearly everyone involved has had some role in creating and sustaining something that runs deeply in the culture of western society.
The often unrealistic expectations and dreams of many well-meaning people are at the center of a tragedy of the perceived skills gap. It is the unfortunate byproduct of hope – that most laudable of human traits.
As we explore the recipe for the current “skills gap stew” and job readiness consequences, we take firm aim on what we see as the best path forward to achieve job readiness in hope of inspiring the higher education industry as a whole and the stakeholders who drive it.
We look at several aspects of valid measurement of student learning outcomes that have been attended to and a few of those that remain to be addressed, keeping in mind that as the number of schools and programs doing rigorous scientific inquiry grows, so does the support network for those who are “not quite there yet”.
We have made significant inroads into helping faculty and administrators gain an understanding of some aspects of standards-based assessment. Four areas that have seen paradigm shifts toward valid scientific measurement are: inter-rater reliability, the use of assessor pools, irrelevant associations, and significance testing for learning growth.
We’ve come a long way in our journey toward the rigorous scientific measurement of student learning outcomes. Although we still have some way to go, when we started, we weren’t even sure we would get this far.
The Assessment Technology of the Future Exists Now, But Will Higher Education Leaders Champion It?
The future of higher education paired with technological advancements is a hot topic and has been theorized for many years, even highlighted in pop culture. You may be old enough to remember the 1986 movie, Star Trek IV: The Voyage Home. In the film, there is a scene where an adult Spock is taking his final exam- a multimedia test from a Vulcan “teaching machine.”
Assessment technology can be leveraged to improve student learning by customizing highly individualized programs. Each student is led by the assessment technology and explores customized, adaptive learning journeys crafted to address both the curriculum outcomes and the way each student learns best. This is real, not science fiction.