Transcript of "The impact of learning outcomes assessment on accreditation systems in Latin America"
“the impact of learning outcomes assessment on accreditation systems in latinamerica”<br />Nadia Paola Mireles Torres<br />University of Calgary <br />GDER 700 A & 700 B<br />Dr. T. Armstrong<br />Winter, 2010<br />
Background <br />Globalization - Global forces - ICT, Knowledge society, global market<br />New challenges<br />Global market <br />More competitive graduates: new role of HE <br />New skills and competencies<br />Quality Assurance<br />Increased attention <br />Important global trend<br />
Quality Assurance (QA)<br />Dimensions<br />QA for accountability – quantity focus<br />QA for improvement – quality focus <br />Mechanisms for QA <br />Evaluation <br />Assessment<br />Accreditation <br />
Accreditation<br />Most common approach to measure QA<br />Accreditation focus turned indicators from quantity inputs to quality outcomes <br />New challenge: the development of evidence and assessment of student learning outcomes (J. S. Eaton, 2002).<br />
Learning outcomes (LO)<br />Accreditation has gradually shifted from encouraging to requiring LO. Kuh & Ikenberry (2009)<br />Who?: <br />USA (CHEA)<br />Award for Institutional Progress in Student LO<br />EU (Tuning)<br />Australia<br />OECD (AHELO)<br />
Literature review<br />Quality assurance approaches <br />QA for improvement <br />Accreditation<br />Current status<br />Trends to LO assessment<br />Impact in accreditation criteria<br />Case: USA / CHEA (award) <br />Cases: Mexico, Argentina, RIACES<br />Developed countries<br />Latin America … ???<br />
Globalization<br />New skills <br />Increase in HE<br />Trend on QA <br />For accountability <br />For improvement<br />Approaches <br />Accreditation <br />LO assesment<br />Incorporate LO in accreditation<br />Developed countries<br />??<br />??<br />Latin America<br />Accreditation <br />An interpretation of the future impact that LO assessment will have in accreditation systems of Latin America<br />
Researchquestion<br />How is the trend to assess LO in other countries impacting accreditation in Latin America? <br />How was the process to integrate the assessment of LO in the criteria and certification processes of accreditation agencies in the USA? <br />To what extent the CHEA award has influenced institutions in the USA to start assessing LO? <br />Accreditation is a transferred process. How is the LO assessment going to be transferred to Latin American accreditation systems?<br />
Studies that have addressed the problem<br />Relatedtoaccreditation and thetrendtofocus in LO: <br />Brittingham, 2009; Christy, McNeal, & Lewis, 2002; Mori, 2009; Beno, 2004; Volkwein et al., 2006; Whittlesey, 2005<br />Related to HEIs experiences on LO assessment: <br />Anagnos, 2008; Bresciani, 2009; Coates, 2009; Peach, Brian E.; Mukherjee, Arup & Hornyak, Martin; 2007; Schaeper; 2009; Stivers; Bonnie & Phillips, Jeffrey; 2009<br />
Studies that have addressed the problem.<br />Whittlesey’s (2005): Criteria used by some accreditation agencies to determine to what extent the LO assessment is incorporated in their certification processes<br />Volkwein et al. (2006): Impact of accreditation on LO experiences of 40 HEIs.<br />Nusche (2008): Analyzed different instruments used to assess LO in different countries<br />AHELO feasibilitystudy (2011): Assess LO in different HEIs around the world with a unique instrument<br />
Studies that have addressed the problem.<br />LO assessment is uncommon in Latin America (either in HEIs or in accreditation agencies)<br />Few or no studies addressing the LO assessment in LA<br />(Nuñez, 2008): compared the LO assessment in different years. Mentions one specific accreditation agency to be including the LO assessment in its certification criteria<br />Studies related to accreditation do not contemplate very deeply the LO assessment <br />
Researchframework<br />Interpretivism “is an attempt to understand and explain human and social reality… looks for culturally and historically situated interpretations of the social life-world”. <br />This study seeks to: <br />Understand evolution of QA in a specific country<br />Explain how the trend to QA for improvement (LO assessment) impacted accreditation<br />Interpret how this trend will make an impact in an accreditation system that yet does not completely focus on QA for improvement <br />
Methodology<br />Case study: “the researcher explores in depth a program, an event, an activity, a process, or individuals” Creswell (2003)<br />Type of case study: <br />Historical organizational <br />Multisites<br />“The more that your question seek to explain how or why some phenomenon works, the more case study will be relevant” Yin (2008)<br />
Prcedure for Data Collection<br />Interviews and document analysis<br />Interviews with accreditation agencies' authorities in: USA, Mexico, Argentina and RIACES<br />CHEA case: Review of documents and records regarding the implementation of LO assessment in certification criteria<br />
Data analysis<br />The case study “is designed to elicit discussion and analysis of a particular situation… based on their analyses, students can make predictions about future events”. Naumes & Naumes (2006) <br />
Reliability of the study<br />CHEA case: leader in requiring HEIs so to include the assessment of LO in their practices. <br />Mexican case: only OECD Latin country that will participate in the AHELO study<br />Argentinean case: Latin-American accreditation agency requiring a proof of LO assessment in its certification criteria<br />RIACES as a general Latin American case: to predict how accreditation in Latin America may gradually focus on the assessment of LO. <br />
Limitations<br />Interpretations may not be completely accurate<br />Quality assurance faces other challenges that may not be contemplated in this study and may affect the interpretations<br />Hard to get the whole Latin perspective by researching only two countries as case studies<br />Lack of experience of the author in the accreditation field may be a limitation to understand critical issues <br />Language/databases, context/studies<br />
Anticipation of results<br />Willthereactuallybeanimpact?<br />I dontreallyknow<br />Very new topic<br />Maybe a copyoradaptationfrom?<br />USA<br />EU<br />Veryslow pace<br />International accreditation – more importantthaninclusion of LO assesment<br />
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