Responding Responsibly to the Frenzy To Assess Learning in Higher Education.

By R. Shavelson, Leta Huang. 2003

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Measuring University Quality (2005, background): “External accountability demands are increasing in intensity for institutions, as are demands for greater public “transparency” of assessment results (Allen & Bresciani, 2003; Schneider, 2002; Shavelson & Huang, 2003).”
Measuring scientific reasoning – a review of test instruments (2017, background): “…at least some authors see quantitative reasoning as a relevant aspect of scientific reasoning itself, instead of being an overarching competence (Shavelson & Huang, 2003), so in the future there should be a discussion within the field if and in which way quantitative reasoning should be part of…”
Assessment of Learning Outcomes in Higher Education: A Comparative Review of Selected Practices. OECD Education Working Papers, No. 15. (2008, unknown): “They involve an understanding of how, why, and when certain knowledge applies (Shavelson and Huang, 2003).”
An Approach to Measuring Cognitive Outcomes Across Higher Education Institutions (2005, methodology): “We follow this with a review of the conceptual framework Shavelson and Huang (2003) suggested for defining and building direct measures of student learning.”