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“the impact of learning outcomes assessment on accreditation systems in latinamerica”<br />Nadia Paola Mireles Torres<br /...
Background <br />Globalization - Global forces - ICT, Knowledge society, global market<br />New challenges<br />Global mar...
Quality Assurance (QA)<br />Dimensions<br />QA for accountability – quantity focus<br />QA for improvement – quality focus...
Accreditation<br />Most common approach to measure QA<br />Accreditation focus turned indicators from quantity inputs to q...
Learning outcomes (LO)<br />Accreditation has gradually shifted from encouraging to requiring LO. Kuh & Ikenberry (2009)<b...
Literature review<br />Quality assurance approaches <br />QA for improvement <br />Accreditation<br />Current status<br />...
Globalization<br />New skills <br />Increase in HE<br />Trend on QA <br />For accountability <br />For improvement<br />Ap...
Researchquestion<br />How is the trend to assess LO in other countries impacting accreditation in Latin America? <br />How...
Studies that have addressed the problem<br />Relatedtoaccreditation and thetrendtofocus in LO: <br />Brittingham, 2009; Ch...
Studies that have addressed the problem.<br />Whittlesey’s (2005): Criteria used by some accreditation agencies to determi...
Studies that have addressed the problem.<br />LO assessment is uncommon in Latin America (either in HEIs or in accreditati...
Researchframework<br />Interpretivism “is an attempt to understand and explain human and social reality… looks for cultura...
Methodology<br />Case study: “the researcher explores in depth a program, an event, an activity, a process, or individuals...
Prcedure for Data Collection<br />Interviews and document analysis<br />Interviews with accreditation agencies' authoritie...
Data analysis<br />The case study “is designed to elicit discussion and analysis of a particular situation… based on their...
Reliability of the study<br />CHEA case: leader in requiring HEIs so to include the assessment of LO in their practices. <...
Limitations<br />Interpretations may not be completely accurate<br />Quality assurance faces other challenges that may not...
Anticipation of results<br />Willthereactuallybeanimpact?<br />I dontreallyknow<br />Very new topic<br />Maybe a copyorada...
References<br />Altbach, P. G., & Knight, J. (2006). Visión panorámica de la internacionalización en la educación superior...
References<br />Kristoffersen, D. (2010). Advice on learning outcomes resarch. <br />Kuh, G., & Ikenberry, S. (2009). More...
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The impact of learning outcomes assessment on accreditation systems in Latin America

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Research Proposal Presentation

Nadia Paola Mireles Torres
University of Calgary
GDER 700 A & 700 B
Dr. T. Armstrong
Winter, 2010

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  1. 1. “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 />
  2. 2. 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 />
  3. 3. 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 />
  4. 4. 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 />
  5. 5. 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 />
  6. 6. 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 />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. 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 />
  10. 10. 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 />
  11. 11. 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 />
  12. 12. 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 />
  13. 13. 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 />
  14. 14. 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 />
  15. 15. 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 />
  16. 16. 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 />
  17. 17. 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 />
  18. 18. 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 />
  19. 19. References<br />Altbach, P. G., & Knight, J. (2006). Visión panorámica de la internacionalización en la educación superior: motivaciones y realidades.PerfilesEducativos, XXVIII, pp. 13-39. <br />Beno, B. A. (2004). The role of student learning outcomes in accreditation quality review. New Directions for Community Colleges, 2004(126), 65-72. <br />Brittingham, B. (2009). Accreditation in the United States: How did we get to where we are?New DirectionsforHigherEducation, (145), 7-27. <br />Brunner, J. J. (2000). Globalización y el futuro de la educación: Tendencias, desafíos, estrategias. Seminario sobre Prospectiva de la Educación en la Región de América Latina y el Caribe. <br />Carot, J. M. (2010). Debate semanal del Portal Enlaces.Retrieved 3/22/2010, 2010, from http://www.iesalc.unesco.org.ve/index.php?option=com_content&view=article&id=1565:&Itemid=494&lang=es&limitstart=3<br />Christy, W. K., McNeal, L., & Lewis, R. (2002). Accreditation: New directions and new reports. <br />Coates, H. (2009). What's the difference? A model for measuring the value added by higher education in Australia. Higher Education Management & Policy, 21(1), 77-95. <br />Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, Calif.: Sage Publications. <br />Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. London; Thousand Oaks, Calif.: Sage Publications. <br />de Wit, H., Jaramillo, C., & Knight, J. (2005). Higher education in Latin America: The international dimension. Washington, D.C.: World Bank. <br />de Wit, H., & Knight, J. (1999). Quality and internationalisation in higher education. Paris: Organisation for Economic Co-operation and Development; Programme on Institutional Management in Higher Education. <br />Diaz Barriga, Á. (2009). La acreditación de programas (planes de estudio). Entre el formalismo y los procesos educativos. RISEU<br />DidouAupetit, S. (2006). Internacionalización de la educación superior: entre el entusiasmo y el desencanto.PerfilesEducativos, XXVIII, pp. 56-70. <br />Eaton, J. S. (2002). Assuring quality and accountability in postsecondary education: Assessing the role of accreditation. Washington D.C.: Council for Higher Education Accreditation. <br />Eaton, J. S. (2008). ATTENDING to student learning. Change, 40(4), 22. <br />Eaton, J. S. (2009). Accreditation in the United States. New Directions for Higher Education, (145), 79-86. <br />European Commission. TUNING educational structures in Europe. Retrieved 3/22/2010, 2010, from http://tuning.unideusto.org/tuningeu/<br />Gazzola, A. L., & Pires, S. (2008). Hacia una política regional de aseguramiento de la calidad en educación superior para América Latina y el Caribe. Venezuela: IESALC-UNESCO. <br />Global University Network forInnovation. (2007). La educación superior en el mundo 2007. acreditación para la garantía de la calidad: ¿Que está en juego?. Madrid: Mundiprensa. <br />Kehm, B. M., & Teichler, U. (2007). Research on internationalisation in higher education. Journal of Studies in International Education, 11(3-4), 260-273. <br />
  20. 20. References<br />Kristoffersen, D. (2010). Advice on learning outcomes resarch. <br />Kuh, G., & Ikenberry, S. (2009). More than you think, less than we need: Learning outcomes assessment in American higher education. National Institute for Learning Outcomes Assessment. <br />Lamarra, N. F. (2003). Higher education, quality evaluation and accreditation in latinamerica and MERCOSUR. European Journal of Education, 38(3), 253. <br />Liu, O. L. (2009). Measuring learning outcomes in higher education No. RDC-10) EducationalTestingService. <br />LopezSegrera, F. (2003). El impacto de la globalización y las políticas educativas en los sistemas de educación superior de América Latina y el Caribe. Buenos Aires, Argentina: CLACSO. <br />López Segrera, F., Brock, C., & DiasSobrinho, J. (2009). Higher education in Latin American and the Caribbean 2008. Venezuela: IESALC-UNESCO. <br />Marijk van, d. W. (2007). Internationalization of higher education in the OECD countries: Challenges and opportunities for the coming decade. Journal of Studies in International Education, 11(3), 274-289. <br />McMillan, J. H. (2008). Educational research: Fundamentals for the consumer Pearson/Allyn and Bacon. <br />Mori, R. (2009). Accreditation systems in Japan and the United States: A comparative perspective on governmental involvement. New Directions for Higher Education, (145), 69-77. <br />Naumes, W., & Naumes, M. J. (2006). Art and craft of case writing. M.E. Sharpe. <br />Nuñez, A. M. (2008). Evaluación de los niveles de adquisición e integración de conceptos y competencias en ciencias básicas en la Universidad de Mendoza. Universidad de Granada). <br />Nusche, D. (2008). Assessment of learning outcomes in higher education: A comparative review of selected practices OECD, Directorate for Education. <br />Organization for Economic Co-operation and Development. OECD feasibility study for the international assessment of higher education learning outcomes (AHELO). Retrieved 3/22/2010, 2010, from http://www.oecd.org/document/22/0,3343,en_2649_35961291_40624662_1_1_1_1,00.html <br />Santiago, P., & Organisation for Economic Co-operation and Development. (2008). Tertiary education for the knowledge society. Paris: OECD. <br />Volkwein, J. F., Lattuca, L. R., Harper, B. J., & Domingo, R. J. (2006). Getting in sync: The impact of accreditation on student experiences and learning outcomes. Chicago: Paper presented at the Annual Meeting of the Association for Institutional Research. <br />Whittlesey, V. (2005). Student learning outcomes assessment and the disciplinary accrediting organizations. Assessment Update, 17(4), 10-12. <br />World Bank. (2002). Constructing knowledge societies. World Bank. <br />Yin, R. K. (2008). Case study research: Design and methods (4th ed.) <br />
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