Identifying Barriers in Implementing Outcomes-Based Assessments Program Review: A Grounded Theory Analysis

Marilee J. Bresciani   |    Volume Six: Summer  |    Email Article Download Article

While conversations proposing standardized testing within higher education abound (Allen & Bresciani, 2003; Department of Education (DOE), 2006; Ewell, 1997a, 1997b; Ewell & Jones, 1996; Maki, 2004; Palomba & Banta, 1999), proponents of outcomes-based assessment program review are still applauding the value and extent that the process can be used to inform decisions to improve student learning and development (Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Huba & Freed, 2000; Maki, 2004; Mentkowski, 2000; Palomba & Banta, 1999; Suskie, 2004). As such, practitioners of outcomes-based assessment continue to seek various ways to meaningfully engage in outcomes-based assessment program review in order to find ways to improve student learning and development.



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