News

  • Winter 2014 Issue Available
    Special Issue on Big Data & Learning Analytics

    This issue seeks to begin a collective debate about the extent to which big data and learning analytics might play a role in higher education assessment. As such, the works in this issue commence with the essential tasks necessary for interrogating an emerging body of knowledge: they examine assumptions, operationalize terms, suggest new metrics, compare educational sectors, consider implications for policy, and scrutinize professional ethics.
  • LinkedIn & Learning Analytics
    Forthcoming issue on big data and learning analytics to be released on Nov 3

    Given that the field of higher education is increasingly faced with these two types of data, the issue seeks to collaboratively address the question, “What is the role of big data and learning analytics in higher education assessment?”
Read More

Submissions

All manuscripts submitted to Research & Practice in Assessment should be related to various higher education assessment themes, and adopt either an assessment measurement or an assessment policy/foundations framework:

Assessment Measurement: a) instrument design, b) validity and reliability, c) advanced quantitative design, d) advanced qualitative design

Assessment Policy/Foundations: a) accreditation, b) best practices, c) social and cultural context, d) historical and philosophical context, e) political and economic context

Frequently Viewed

Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC

Lori Breslow, David E. Pritchard, Jennifer DeBoer, Glenda S. Stump, Andrew D. Ho and Daniel T. Seaton


An Integrated Model of Influence: Use of Assessment Data in Higher Education

Jessica L. Jonson, Tim Guetterman, and Robert J. Thompson Jr.


Understanding and Addressing the Challenges of Assessing College Student Growth in Student Affairs

Nicholas A. Bowman


Assessment for Whom: Repositioning Higher Education Assessment as an Ethical and Value-Focused Social Practice

Andrew F. Wall, David Hursh, and Joseph W. Rodgers III

 

 

 

Journal

The goal of Research & Practice in Assessment is to serve the assessment community as an online journal focusing on higher education assessment.  It is dedicated to the advancement of scholarly discussion amongst researchers and practitioners in this evolving field.  The journal originated from the Board of the Virginia Assessment Group, one of the oldest continuing professional higher education assessment organizations in the United States.  Research & Practice in Assessment is a peer-reviewed publication that uses a double-blind review process.  Approximately forty percent of submissions are accepted for issues that are published twice annually.

News

  • Winter 2014 Issue Available
    Special Issue on Big Data & Learning Analytics

    This issue seeks to begin a collective debate about the extent to which big data and learning analytics might play a role in higher education assessment. As such, the works in this issue commence with the essential tasks necessary for interrogating an emerging body of knowledge: they examine assumptions, operationalize terms, suggest new metrics, compare educational sectors, consider implications for policy, and scrutinize professional ethics.
  • LinkedIn & Learning Analytics
    Forthcoming issue on big data and learning analytics to be released on Nov 3

    Given that the field of higher education is increasingly faced with these two types of data, the issue seeks to collaboratively address the question, “What is the role of big data and learning analytics in higher education assessment?”
Read More