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March 10, 2015

Learning Outcomes Assessment A Practitioner s Handbook

Lori Goff, Michael K. Potter, Eleanor Pierre, Thomas Carey, Amy Gullage, Erika Kustra, Rebecca Lee, Valerie Lopes, Leslie Marshall, Lynn Martin, Jessica Raffoul, Abeer Siddiqui, Greg Van Gastel


New handbook helps practitioners assess program-level learning outcomes

Ontario’s colleges and universities have made strides in developing learning outcomes, yet effective assessment remains a challenge. Learning Outcomes Assessment: A Practitioner’s Handbook is a step-by-step resource to help faculty, staff, academic leaders and educational developers design, review and assess program-level learning outcomes.

The handbook explores the theory, principles, reasons for and methods behind developing program-level learning outcomes; emerging developments in assessment; and tips and techniques to build institutional culture, increase faculty involvement and examine curriculum-embedded assessment. It also includes definitions, examples, case studies and recommendations that can be tailored to specific institutional cultures.

Learning Outcomes Assessment: A Practitioner’s Handbook was written by Lori Goff, McMaster University; Michael K. Potter, University of Windsor; Eleanor Pierre, EJPCommunications & Mohawk College; Thomas Carey, Transforming Learning Together/San Diego State University/Kwantlen Polytechnic University; Amy Gullage, McMaster University; Erika Kustra, University of Windsor; Rebecca Lee, McMaster University, Valerie Lopes, Seneca College; Leslie Marshall, Mohawk College, Lynn Martin, McMaster University; Jessica Raffoul, University of Windsor; Abeer Siddiqui, McMaster University; and Greg Van Gastel, McMaster University.

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