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Extra resources for Accountability for Educational Results

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There are now two other models of attentiveness that are based on this concept and that are beginning to be adopted in academic institutions, and it is to these two newest models of attentiveness to educational results that we now turn. j j VOL. 16 NO. 2 2008 ON THE HORIZON PAGE 85 G. Assessment projects It was mentioned earlier that accrediting associations have made two major adjustments in their expectations. Around 1990, in response to change in federal accreditation regulations, accrediting associations first began to put pressure on academic institutions to demonstrate that they were making educational decisions based on actual results of student learning.

For example, data showing those students with consistently poor writing skills in their regular coursework (whatever the course or the topic) can be directly connected to and contacted by the Writing Center, and it is because of a student’s own personal performance that he or she is included in that intervention. The same approach could be used to challenge students who are doing well by inviting them to participate in additional learning activities. Moreover, advisors could see noteworthy improvement (or not) over time in any area of achievement.

It appears in two conventional forms, the academic audit and the accreditation report. The first appears most often in US institutions at the level of an academic program, in which ‘‘auditors’’ are invited to review the state of the program and to use their best judgment to identify strengths and weaknesses relative to similar programs and, if needed, to recommend changes. Auditors usually request that the program provides them with a summarized description of programmatic practices that they can review and confirm/disconfirm in their visit to the program.

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