Carter, S.D. (2014). Comparison of Student Learning Outcomes Assessment Practices Used Globally. Conference Presentation. Athens Institute for Education and Research, 8th Annual International Conference on Business and Society in a Global Econom

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Carter, S.D. (2014). Comparison of Student Learning Outcomes Assessment Practices Used Globally. Conference Presentation. Athens Institute for Education and Research, 8th Annual International Conference on Business and Society in a Global Economy,
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  Comparison of Student Learning Outcomes Assessment Practices Used Globally Shani D. Carter, Ph.D. Rhode Island College, Department of Management and Marketing 600 Mount Pleasant Avenue Providence, Rhode Island, 02908, USA 1-(401)-456-9598 scarter@ric.edu ABSTRACT  Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of  providing faculty with data that can be used to help programs evolve or improve. While there is a  plethora of research regarding effective methods of assessment in the United States, little has  been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and evaluates which  practices can be adapted for use in various countries. Countries and regions examined include: Australia; New Zealand; Canada; the United Kingdom; Asia; Europe; and the Middle East. In addition, the paper explores reasons why several well-known institutional research organizations do not address outcomes assessment as it is practiced globally, and why only 10% of articles published on outcomes assessment cover assessment globally. A literature search of 13 leading higher education and assessment journals was conducted to gather articles on outcomes assessment as it is practiced globally. Using the search term “outcomes assessment” yielded 198 articles, only 20 of which described practices outside the United States. Seven of the 13 journals contained no articles on global assessment, while one journals contained seven articles. An additional search of the database of NILOA (National Institute for Learning Outcomes Assessment) for the terms “international” and “global” yielded 34 items, 5 of which were citations of names of organizations that examine outcomes assessment globally. Generally, searches on the terms “outcomes assessment” and “global” tend to return studies of outcomes assessment of teaching about other countries as it is practiced in the United States, rather than results about outcomes assessment practices in other countries. This paper closes that knowledge gap. Keywords  Outcomes assessment, global education, college education
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