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• Chapter 1. Learning analytics: potential, protection, and privacy in the educational system
• Chapter 2. A study on the impact of learning analytics to evaluate students' performance in higher education
• Chapter 3. Challenges of learning analytics execution in the educational system
• Chapter 4. Learning analytics: a critical review of the role and implementation in educational institutions
• Chapter 5. Impact of learning analytics on the assessment of a curriculum-based test
• Chapter 6. An intervention program for advancing the academic performance of international pathway "STAR"
• Chapter 7. Assessment and evaluation of students' performance without learning analytics
• Chapter 8. Learning analytics: application on curriculum design and assessment
• Chapter 9. Learning analytics in the perspective of enhancing students' performance
• Chapter 10. Implementation and impact of learning analytics on multifarious educational systems: technique and process.

The quality of students' learning experiences is a critical concern for all educational institutions. With the assistance of modern technological advances, educational establishments have the capability to better understand the strengths and weaknesses of their learning programs. Impact of Learning Analytics on Curriculum Design and Student Performance is a critical scholarly resource that examines the connection between learning analytics and evaluations and their impact on curriculum design and student performance in educational institutions. Featuring coverage on a broad range of topics, such as academic support, large scale assessment, and educational research methods, this book is geared towards educators, professionals, school administrators, researchers, and practitioners in the field of education.
(source: Nielsen Book Data)

• LIST OF TABLES AND EXHIBITS ix LIST OF JARGON ALERTS xi LIST OF ACRONYMS xv FOREWORD xix PREFACE xxv ACKNOWLEDGMENTS xxxi ABOUT THE AUTHOR xxxiii INTRODUCTION: Today s Quality Context 1
• 1. Why Is American Higher Education Under Fire? 3
• 2. Understanding American Accreditation 11
• 3. Quality: Committing to Excellence 25
• 4. Why Is This So Hard? 35 DIMENSION I: A Culture of Relevance 49
• 5. Integrity: Doing the Right Thing 51
• 6. Stewardship: Ensuring and Deploying Resources Responsibly 59 DIMENSION II: A Culture of Community 75
• 7. A Community of People 77
• 8. Leadership Capacity and Commitment 89 DIMENSION III: A Culture of Focus and Aspiration 97
• 9. Purpose: Who Are You? Why Do You Exist? 99
• 10. Goals and Plans: Where Are You Going? How Will You Get There? 107
• 11. Who Is a Successful Student? 119
• 12. Helping Students Learn and Succeed 129 DIMENSION IV: A Culture of Evidence 145
• 13. Gauging Success 147
• 14. Good Evidence Is Useful 161
• 15. Setting and Justifying Targets for Success 167
• 16. Transparency: Sharing Evidence Clearly and Readily 177 DIMENSION V: A Culture of Betterment 189
• 17. Using Evidence to Ensure and Advance Quality and Effectiveness 191
• 18. Sustaining a Culture of Betterment 197 CONCLUSION: Integrating and Advancing the Five Dimensions of Quality 209
• 19. Demonstrating Quality to Accreditors 211
• 20. Program Reviews: Drilling Down into Programs and Services 229
• 21. Where Do We Go from Here? A Six-Point Agenda for Ensuring and Advancing Quality 239 REFERENCES 249 INDEX 265.
• (source: Nielsen Book Data)

Meet calls for increased quality and understand accreditation expectations Author Linda Suskie is internationally recognized for her work in higher education assessment, and she is a former vice president of a major regional accreditor. In Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability in Higher Education she provides a simple, straightforward model for understanding and meeting the calls for increased quality in higher education ever-present in today's culture. Whether your institution is seeking accreditation or not, the five dimensions she outlines will help you to identify ways to improve institutional quality and demonstrate that quality to constituents. For those wading through the accreditation process, which has become more difficult in recent years due to increasing regulation and pressure for greater accountability, Suskie offers expert guidance on understanding the underlying principles of the expectations of accrediting bodies. Using the model presented here, which is much easier to understand than the sometimes complex resources provided by individual accrediting bodies, American colleges and universities can understand what they need to do to earn and maintain their regional accreditation as well as improve overall institutional quality for their students. You'll be able to: * Identify ways to improve institutional quality * Demonstrate the quality of your institution to internal and external constituents * Avoid wasting time and energy on misguided institutional processes to comply with accreditation requirements By focusing on why colleges and universities should take particular actions rather than only on what those actions should be, Five Dimensions of Quality gives them the knowledge and strategies to prepare for a successful review. It is an ideal resource for leaders, accreditation committee members, and everyone on campus.
(source: Nielsen Book Data)

• Figures and Tables xi Introduction xiii About the Editors xxi About the Contributors xxv Acknowledgments xxxi PART ONE: The Intersection of Qualitative Inquiry and Evaluation Approaches 1 CHAPTER ONE: THE ORIGINS, MEANING, AND SIGNIFICANCE OF QUALITATIVE INQUIRY IN EVALUATION 3 Thomas A. Schwandt and Timothy J. Cash The Genesis of Qualitative Evaluation 4 What Is Qualitative Evaluation? 7 Enduring Contributions 11 Conclusion 18 Key Concepts 19 Discussion Questions 19 References 20 CHAPTER TWO: QUALITATIVE INQUIRY IN UTILIZATION-FOCUSED EVALUATION 25 Michael Quinn Patton The Focus on Evaluation Use as the Primary Evaluation Outcome 27 Basic Definitions 28 Involving Intended Users in Making Evaluation Decisions 28 Qualitative Inquiry into Evaluation Use: Emergence of the Personal Factor 30 Considerations for Incorporating Qualitative Inquiry into Utilization-Focused Evaluations 35 Particularly Appropriate Uses of Qualitative Evaluations 37 Value of Incorporating Qualitative Approaches 46 Challenges Associated with Qualitative Inquiry in Utilization-Focused Evaluations 49 Conclusion 52 Key Concepts 53 Discussion Questions 53 References 54 CHAPTER THREE: QUALITATIVE INQUIRY FOR POLICY MAKERS 55 George F. Grob Who Are the Policy Makers and How Do They Operate? 57 Why Qualitative Analysis Is Important to Policy Makers 59 Principles for Influencing Policy Makers 60 Conclusion 73 Key Concepts 74 Discussion Questions 74 References 75 CHAPTER FOUR: QUALITATIVE INQUIRY WITHIN THEORY-DRIVEN EVALUATION: PERSPECTIVES AND FUTURE DIRECTIONS 77 Katrina L. Bledsoe Theory-driven Evaluation: A Brief History 81 Key Elements in Theory-driven Evaluation 83 Qualitative Inquiry: An Imperative to Theory-driven Evaluation 89 Conclusion 92 Key Concepts 94 Discussion Questions 95 References 95 CHAPTER FIVE: CONCEPTUAL AND PRACTICAL INTERSECTIONS BETWEEN PARTICIPATORY EVALUATION AND QUALITATIVE INQUIRY 99 Jill Anne Chouinard and J. Bradley Cousins Participatory Evaluation: Concepts and Principles of Practice 103 Qualitative Inquiry: A Brief Overview of Key Characteristics 107 Locating Participatory Evaluation and Qualitative Inquiry: Conceptual Intersections 109 Epistemological Intersections 110 Methodological Linkages 117 Methods 118 Practical Intersections 119 Key Benefits 128 Potential Challenges 129 Conclusion 130 Key Concepts 131 Discussion Questions 131 References 132 PART TWO: Tales from the Field of Qualitative Evaluation 139 CHAPTER SIX: WHAT DOES IT TAKE TO BE AN EFFECTIVE QUALITATIVE EVALUATOR? ESSENTIAL COMPETENCIES 141 Laurie Stevahn and Jean A. King Competencies for Professional Practice 143 Toward Competencies for Evaluators 144 Evaluator Competency Taxonomies 145 Competencies for Qualitative Evaluators 151 Core Competency Domains 151 Commitment to the Qualitative Paradigm 154 Technical Expertise 156 The Qualitative Sixth Sense 160 Conclusion 162 Key Concepts 162 Discussion Questions 163 References 164 CHAPTER SEVEN: DEALING WITH ASYMMETRIC RELATIONS BETWEEN STAKEHOLDERS: FACILITATING DIALOGUE AND MUTUAL LEARNING THROUGH QUALITATIVE INQUIRY 167 Vivianne E. Baur and Tineke A. Abma Evaluators Outlook and Identity 168 The Project 171 Evaluators Methodological Choices and Actions 175 Conclusion 183 Key Concepts 184 Discussion Questions 185 References 185 CHAPTER EIGHT: BALANCING INSIDER OUTSIDER ROLES AS A NEW EXTERNAL EVALUATOR 189 Norma Mart'ynez-Rubin and Stuart Hanson Responding to the Sponsoring Organization s Request for Proposals 191 The Use of Qualitative Inquiry 197 Personal Influences on Evaluation Design 198 Trends in Health Education 199 Delving into the Formality of Evaluation Design 200 Data Collection, Analysis, and Reporting 201 Reflections on Evaluator Background 206 Reflections on Our Evaluation Process 207 Reflections on Our Use of Qualitative Inquiry 209 Conclusion 210 Key Concepts 210 Discussion Questions 211 References 211 CHAPTER NINE: WHOSE STORY IS THIS, ANYWAY? NAVIGATING AN ETHICAL CONUNDRUM 213 Sharon F. Rallis The Context: Who s Doing What? 215 The Moral Lens on Qualitative Inquiry: Principles and Ethical Theories 217 Challenges: Ethical and Logistic 221 Conclusion 242 Acknowledgments 246 Key Concepts 247 Discussion Questions 247 Notes 248 References 248 CHAPTER TEN: ELEMENTS OF QUALITY IN QUALITATIVE EVALUATION 251 Leslie Goodyear, Jennifer Jewiss, Janet Usinger, and Eric Barela Understanding and Acknowledging Personal Identity 255 Building Trusting Relationships 258 Reflecting on and Managing Relationships 260 Employing Sound and Explicit Methodology, and Being Transparent about It 265 Staying True to the Data 268 Fostering Learning 272 Key Concepts 275 Notes 276 References 276 Index 277.
• (source: Nielsen Book Data)

Integrate qualitative inquiry approaches and methods into the practice of evaluation Qualitative inquiry can have a major effect on evaluation practice, and provides evaluators a means to explore and examine various settings and contexts in need of rich description and deeper understanding. Qualitative Inquiry in Evaluation: From Theory to Practice explores the most important considerations for both students and evaluation professionals. Using various evaluation theories and approaches as a springboard for real-world practice, this reference serves as an accessible text for beginning students and seasoned professionals alike. Readers are given an in-depth view of the key qualities and benefits of qualitative inquiry, which also serves as a crucial counterpart to quantitative analysis. Chapters in part one focus on the foundations, core concepts, and intersection of evaluation theory and qualitative inquiry. Part two contains contributions from leading evaluators whose design, implementation, and reporting strategies for qualitative inquiry are centered on common, real-world settings. These case-based chapters point to the strengths and challenges of implementing qualitative evaluations. Key competencies for conducting effective qualitative evaluations are also discussed. Explores the role of qualitative inquiry in many prominent approaches to evaluationDiscusses the method's history and delves into key concepts in qualitative inquiry and evaluationHelps readers understand which qualities are necessary to be an effective qualitative evaluatorPresents the viewpoints and experiences of expert editors and contributing authors with high levels of understanding on the topic Qualitative Inquiry in Evaluation: From Theory to Practice is a vital tool for evaluators and students alike who are looking to deepen their understanding of the theoretical perspectives and practice considerations of qualitative evaluation.
(source: Nielsen Book Data)

• * Introduction to Research-based Practices in Special Education (Bryan G. Cook, & Melody Tankersley)* School-wide Prevention of Academic and Behavioral Difficulties (Matthew Burns & Sara Scholin)* Data-Based Decision-Making in Academics Using Curriculum-Based Measurement (Erica Lembke, David Hampton, & Elise Hendricker)* Parental Participation in Assessment and IEP Development (Katharine G. Shepherd, Michael F. Giangreco, & Bryan G. Cook) * Best Practices in Assessment for Eligibility-Identification (Berttram Chiang, Suzanne Russ, & Stacey Skoning)* Individualized Education Plans: Legal Requirements and Research Findings (Christine A. Christle & Mitchell L. Yell)* Using Assessments to Determine the Least Restrictive Environment for Students with Disabilities (Rick Brigham & Jean Crockett)* Curriculum-based Assessment (John Venn)* Accommodations and Modifications for Assessment (Martha Thurlow, Sheryl Lazarus, & Laurene Christensen).
• (source: Nielsen Book Data)

Research-Based Strategies for Assessment, 1e is an authoritative collection of the best approaches known to work for students with disabilities.A volume unlike any other, it helps practitioners, teacher-educators, and policymakers combat the gap between research and practice by gathering the most meaningful findings regarding assessment in a single source. Written by leading authorities, chapters offer a consistent format that includes the approach, theoretical underpinnings, description, fidelity checklist, and research-based summaries. Sections discuss the processes of assessment that special educators encounter when they work in general education settings, with parents, on eligibility decisions, and on high-stakes testing.
(source: Nielsen Book Data)

• Foreword to the First Edition (Trudy W. Banta). About the Author. 1 For Everyone: The Basics of Assessment. 2 For Institution-Wide Leaders and Planners. 3 For Departments and Programs. 4 For General Education. Appendices. A. Curriculum Map. B. Student Consent Form. C. Analyzing Audiences for Assessment. D. Sample Rubrics. Resources. References. Index.
• (source: Nielsen Book Data)

Assessment Clear and Simple is a concise, step-by-step guide for the assessment process. This practical book provides cost-efficient and useful tools that fulfill the requirements of accreditation agencies, legislatures, and review boards to ensure a simple, successful assessment process.In an easy-to-read manner, Walvoord explores planning, budgeting, and changes in curriculum, pedagogy, and programming. Thenew edition addressesusing standardized tests, portfolios, and e-portfolios for the assessment process, and includesnew institution-wide planning tools developed by the author for anyone in higher education.
(source: Nielsen Book Data)

• Prelude :
• assessment for the 21st century / Valerie J. Shute and Betsy Jane Becker
• Human action and social groups as the natural home of assessment :
• thoughts on 21st century learning and assessment / James Paul Gee
• Growing learning and assessment in the 21st century / King D. Beach III
• Aiming at learning :
• assessment as the critical link / Mari Pearlman
• Sharpening the aim :
• making strides to create an assessement culture in schools / Lynn Wicker
• Using evidence centered design to think about assessments / Russell G. Almond
• Thinking about assessments in a transitional time / Kris Ellington and Vincent Verges
• Participatory assessment of 21st century proficiencies / Daniel T. Hickey [and others]
• Making assessment relevant to students, teachers, and schools / Joseph A. Martineau and Vincent J. Dean
• Automated essay scoring in a high stakes testing environment / Mark D. Shermis
• Assessing change in learner's casual understanding using sequential analysis and casual maps / Allan C. Jeong
• Development and use of a tool for evaluating teacher effectiveness in grades K-12 / Alysia D. Roehrig and Eric Christesen Epilogue :
• achieving quality 21st century assessment / Betsy Jane Becker and Valerie J. Shute.

In today's rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new 'educationally valuable' skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be.

• Preface About the Authors Part I: Alignment and Direction
• 1. Introduction
• 2. Fundamental Principles and Tools of Evaluation
• 3. Building Aligned Evaluation Criteria Scenario
• 1: Supporting Anita Part II: Observation
• 4. Identifying What Data Must Be Collected
• 5. Collecting the Data Scenario
• 2: Finding Facts Part III: Results
• 6. Analyzing and Interpreting the Data
• 7. Communicating Results and Recommendations to Stakeholders Scenario
• 3: Working Knowledge Part IV: Action and Adjustment
• 8. Evaluating for Continuous Improvement
• 9. Contracting for Evaluation Services Scenario
• 4: Actions That Work Bibliography Index.
• (source: Nielsen Book Data)

Most teachers try to avoid evaluation, but that's no longer an option in this age of accountability and school reform. However, evaluation doesn't need to be something that teachers fear. As the authors of this accessible resource guide so aptly show, evaluation can be done with a minimum of fuss and without an advanced degree in statistics and research methodology. This user-friendly guide includes easy-to-understand examples, checklists, sample exercises, discussion questions and step-by-step guidance for educational evaluation. It also contains a case study that follows one school and educational authority through the evaluation process, showing what evaluation looks like and feels like in schools and districts. The authors provide a comprehensive set of concepts and guidelines for conducting evaluation studies. The book is results-centered and focused on proven concepts and methods. The authors have developed a simple, four-step process to guide teachers through evaluation: alignment and direction; observations, results, and action and adjustment.
(source: Nielsen Book Data)