The purpose of this book chapter is to elucidate the process of assessment in higher education with a focus on distance learning and information technology programs. Its mission is to bring awareness of academic assessment concepts and best practices in the use of standard assessment tools and direct measures to evaluate student learning. The chapter provides definitions of academic assessment and presents the application of signature assignments and rubrics in the Computer Science and Information Technology Management programs to demonstrate student learning results.
The purpose of this book chapter is to elucidate the process of assessment in higher education with a focus on distance learning and information technology programs. Its mission is to bring awareness of academic assessment concepts and best practices in the use of standard assessment tools and direct measures to evaluate student learning. The chapter provides definitions of academic assessment and presents the application of signature assignments and rubrics in the Computer Science and Information Technology Management programs to demonstrate student learning results.
Abstract
Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.
Purpose
The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace.
Conclusions
As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.
BEST PRACTICES IN ACADEMIC ASSESSMENT IN HIGHER EDUCATION:
