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Volume 21 (2026) Issue 1

The Impact of Time of Day on Engagement and Performance for a University Low-Stakes Assessment
Jonathan M. Henriques, Brian C. Leventhal, Jack Gilmore, & Yu Bao

Classroom Climate Connection: Student Perceptions Based on Race, Gender, and Classification
Karen Santos Rogers, Jennie M. Carr, & Gibbs Kanyongo

Volume 20 (2025) Issue 2

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The Tri-Perspective Observation Tool (3-POT): A Worthy Addition in a Comprehensive Teacher Observational System
Adriana Medina & Kaitlyn Holshouser

Peak Learning Moments: A Thematic Analysis of Student Experiences in Higher Education
Kendall McGoey, Kathleen Boyd, Ben Farrow, Tom Leathem, & Eric Wetzel

The Evidence of Learning and Impact Framework: A Delphi Study
Kirstin Moreno, Sarah Jacobs, & Constance Tucker

Barriers And Enablers of Integrating Assessment with Curriculum and Instruction
Rebecca Gibbons, Teresa Flateby, Yuerong Sweetland, Arthur Hernández, & Karla Hardesty

A New Approach to Learning Improvement: Starting with an Intervention
Laura Lambert & Megan Good

Assessors’ Engagement with Video-Recorded Performance Assessments in Nursing: A Qualitative Study
Conor Scully, Zita Lysaght, Michael O’Leary, & Mary Kelly

Leveraging Student Voices to Explore Career Interest in STEM Ph.D. Programs
Jennifer Claydon & Meghan Bathgate

Volume 20 (2025): Issue 1

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A Systematic Review of the International Assessment Literacy Measures in Higher Education (2013–2023)
Beyza Aksu Dunya, Mehmet Can Demir, & Stefanie Wind

Leveling Up Outcome-Based Assessment: Using Propensity Score Matching and Cost Analysis to Meet Contemporary Assessment Needs
Kendra Thompson-Dyck, Michelle Sogge, Lucas Schalewski, & Alexandra Robie

The Influence of Student Disengagement on a Non-Cognitive Measure: Practical Solutions for Assessment Practitioners
Katarina E. Schaefer & Sara J. Finney

Multimodality as an Equitable Approach to Summative Assessment in Higher Education
Alison Cook-Sather, Daniela Moreira, Piper Rolfes, & Jess Smith

A Review Of Practices For Adjusting Exam Scores And A Proposed Nonlinear Scaling Method
Ryan K. Orchard

Increasing Expended Effort on Low-Stakes Accountability Tests via Priming: Effectiveness with Graduating University Students
Sara J. Finney, Stuart A. Miller, & Kendall M. McGoey

Predictors of Student Technology Competencies in Assurance of Learning Assessment
Melodie Philhours & Kelly E. Fish

Volume 19 (2024)

Validation of an Instrument to Measure Teacher Candidates’ Perceptions of Preparedness to Meet InTASC Standards
Michael Floren, Nancy M. Sileo, Valerie J. H. Sherman, & Kiley Floren

Effects of a Novel Quizzing Method on Consolidated Knowledge Gains of Undergraduates Enrolled in an Online College Course
Omer Ari, Kara Hageman, & Andrea Lofgren

A Programmatic Assessment System that Features Signature Assignments and a Longitudinal Rubric
Geoffrey M. Bowers, Pamela S. Mertz, Kelly Y. Neiles, Daniel T. Chase, Andrew S. Koch, Randolph K. Larsen III, Shanen M. Sherrer, & Troy K. Townsend

A Meta-Assessment Rubric to Guide Professional Development and Practice in Equitable Outcomes Assessment
Sara J. Finney, Jonathan P. Stewart, Autumn N. Wild, Riley K. Herr, & Katarina E. Schaefer

COVID-19 Pandemic Impact: Comparing Undergraduate Student-Athlete Mental Wellness to Non-Athlete Peers
Angie L. Miller & Chandler K. Hawkins

Analyzing Small Sample Sizes After Disaggregation: Exploring Observation Oriented Modeling for Assessing Learning Outcomes
J. Vincent Nix, Yi-Chin Wu, Lan Misty Song, & Joseph D. Levy

Volume 18 (2023): Issue 2

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Volume 18 (2023): Issue 1

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Students’ Understanding of Assessment for Institutional Accountability and Improvement: Relation with Test-Taking Effort and Remote Test Administration
Sara J. Finney, Dena A. Pastor, & Shanti Silver

Improving Reliability in Assessing Integrative Learning Using Rubrics: Does Group Norming Help?
Lanah Stafford, Erin Cousins, Linda Bol, & Megan Mize

Investigation Of The Alignment Of General Education And Academic Degree Program Learning Outcomes
Yelisey A. Shapovalov & Brian C. Leventhal

Faculty Engagement in Student Learning Outcome Assessment
Bryant L. Hutson & Kelly A. Hogan

Breakout Rooms, Polling, and Chat, Oh COPUS! The Adaptation of COPUS for Online Synchronous Learning
Téa S. Pusey, Andrea Presas Valencia, Adriana Signorini, & Petra Kranzfelder

An Intentional Process for Revising Institutional Learning Outcomes
Forest Fisher, Tara Bahl, & Nate Mickleson

Vol. 17 (2022): Issue 2 – Special Issue

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- From the Editors
  Gina B. Polychronopoulos & S. Jeanne Horst

Volume 17 (2022): Issue 1

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- Large-Scale Assessment During a Pandemic: Results from James Madison University’s Remote Assessment Day
  Sarah Alahmadi & Christine E. DeMars
- Developing an Assessment of a Course-Based Undergraduate Research Experience (CURE)
  Laura K. Merrell, Dayna S. Henry, Stephanie L. Baller, Audrey J. Burnett, Andrew A. Peachy, & Yu Bao
- Evaluating Coteaching as a Model for Pre-Service Teacher Preparation: Developing an Instrument Utilizing Mixed Methods
  Andrea Drewes, Kathryn Scantlebury, & Elizabeth Soslau
- Assessment in Use: An Exploration of Student Learning in Research and Practice
  Marjorie L. Dorimé-Williams, Cindy Cogswell, & Gianina Baker
- Data-Informed Decision-Making in Higher Education: Lessons from a Teacher Education Program
  Ya-Chih Chang & Holly M. Menzies
- Examinee Perspectives on Unproctored Internet Testing
  Katarina E. Schaefer, Dena A. Pastor, & Samantha N. Harmon

Volume 16 (2021): Issue 2

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From the Editor
Nicholas A. Curtis
Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice
Alison Cook-Sather

The Credibility of Inferences from Program Effectiveness Studies Published in Student Affairs Journals: Potential Impact on Programming and Assessment
S. Jeanne Horst, Sara J. Finney, Caroline O. Prendergast, Andrea Pope, & Morgan E. Crewe

Meta-Assessment of the Assessment Culture: Using a Formal Review to Guide Improvement in Assessment Practices and Document Progress
Claudia J. Stanny & Angela A. Bryan

“What’s a good measure of that outcome?” Resources to find existing and psychometrically-sound measures
Sara J. Finney, Gabriel R. Gilmore, & Sarah Alahmadi

Volume 16 (2021): Issue 1

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From the Editor
Nicholas A. Curtis
- The Next Ten Years: The Future of Assessment Practice?
  David Eubanks & Keston Fulcher
  Response by RPA Associate Editor, Megan Good
- Shifting From Alignment to Transformation: Crosswalk to Graduation Core Competency Development
  Constance R. Tucker, Kirstin Moreno, & Masooma Jafari
- Experiential Learning Student Surveys: Indirect Measures of Student Growth
  John P. Walker & Louis M. Rocconi
- A More Efficient Path to Learning Improvement: Using Repositories of Effectiveness Studies to Guide Evidence-Informed Programming
  Sara J. Finney & Holly A. Buchanan
- Considering the Effects of Assignment Choices on Equity Gaps
  Harriet T. Hobbs, Karen E. Singer-Freeman, & Christine Robinson
- Psychometric Properties of the Faculty Encouragement Scale with First-year Engineering Undergraduate Students
  Hsien-Yuan Hsu, Yanfen Li, & Sandra Acosta

Volume 15 (2020): Issue 2

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From the Editor
Nicholas A. Curtis
Elevating Program Theory and Implementation Fidelity in Higher Education: Modeling the Process via an Ethical Reasoning Curriculum
Kristen L. Smith & Sara J. Finney

Student Voice in STEM Classroom Assessment Practice: A Pilot Intervention
Manisha Kaur Chase

Re-Imagining Campus Climate Assessment at HBCUs
Sosanya M. Jones & Glenn Allen Phillips

Effects of Course-Embedded Grammar Graders: Evidence from a Business College Writing Initiative Program
Lindsay C. Clark, Zijun Luo, & Ashly Bender Smith

Grand Challenges for Assessment in Higher Education
Karen E. Singer-Freeman & Christine Robinson

Academic Program Review: Examining the Experiences of Faculty Members Serving as Internal Peer Reviewers
Hannah P. Davis, Katherine S. Biddle, & Molly R. Hall

ASSESS-IT: The Development Story of an Institutional Rubric for Evaluating Programmatic Assessment Plans and Reports
Constance Tucker, Sarah Drummond, & Tanya L. Ostrogorsky

Volume 15 (2020): Issue 1

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The Assessment Skills Framework: A Taxonomy of Assessment Knowledge, Skills and Attitudes
S. Jeanne Horst & Caroline O. Prendergast

Institutional Academic Assessment and Effectiveness in Higher Education: A Saudi Arabia Case Study
Amani K. Hamdan Alghamdi, Ghazi Alotaibi, & Osama Ibrahim

The Effects of Test Question Order on Task Persistence
Ronald Miller & Maureen Andrade

Using an Online Instructor Survey as Part of a Comprehensive Assessment: An Example in Oral Communication
Molly Sapia, Gina Heller, Dana Dawson, & Nicholas Carmack

Editor’s Note: A Field Without Discipline? Mapping the Uncertain and Often Chaotic Route to Becoming an Assessment Practitioner
Nicholas A. Curtis, Robin D. Anderson, & Ray Van Dyke

Book Review:
Using Evidence of Student Learning to Improve Higher Education
Jason P. Browning

Volume 14: Winter 2019

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From the Editor
Nicholas A. Curtis
Listening to the Missing Voices: Students’ Perspectives on Coteaching
Andrea Drewes, Kathryn Scantlebury, & Elizabeth Soslau
Culturally Responsive Assessment 2.0: Revisiting the Quest for Equity and Quality in Student Learning
Chiara Logli
Exploring the Relationship between Types of Engagement and Value-added Scores in Undergraduate Students
Jason C. Lyons & Gina B. Polychronopoulos
Appraisal of the Curricular Assessment Process
Viveka Jenks & Abby Green
The Use of Humor in Assessment: A Case Study
Julia J. C. Blau & Eric T. Blau
Survey Development in Assessing Student Learning Outcomes: A Mixed-methods Approach
Xiaomei Song & Michael Elftman

Volume 14: Summer 2019

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From the Editor
Nicholas A. Curtis
The Essential Role of Program Theory: Fostering Theory-Driven Practice and High-Quality Outcomes Assessment in Student Affairs
Andrea M. Pope, Sara J. Finney, and Aaren K. Bare
“From the Mouths of Babes”: Using a Charrette Model to Assess Student Learning and Engage External Stakeholders
Laura C. Hart and Christine Robinson
Humanizing the Assessment Process: How the RARE Model Informs Best Practices
Emilie Clucas Leaderman and Gina B. Polychronopoulos,
Holistically Assessing Critical Thinking and Written Communication Learning Outcomes with Direct and Indirect Measures
Elise Demeter, Christine Robinson, and John G. Frederick
Utilization And Perceived Utility of Institutional Administrative And Student Affairs Assessment Resources
Cynthia D. Groover, Juliann Sergi McBrayer, Richard Cleveland, and Amy Jo Riggs
How are Faculty Rewarded and Recognized for Assessment Work Outside the Classroom?
Elizabeth E. Smith and Sarah Gordon

Volume 13: Winter 2018

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From the Editors
Katie Busby and Keston Fulcher
Bringing Together Assessment and Learning Im-provement: Dreaming Big for an Inaugural Summit
S. Jeanne Horst and Allison J. Ames
The More Things Change, the More They Stay the Same: New Challenges to Using Evidence to Improve Student Learning
Charles Blaich and Kathleen Wise
Why Assessment and Faculty Development Need Each Other: Notes on Using Evidence to Improve Student Learning
Michael Reder and Cynthia Crimmins
Considerations and Resources for the Learning Improvement Facili-tator
Kristen L. Smith, Megan R. Good, and Natasha Jankowski
Refining an Approach to Assessment for Learning Improvement
Monica Stitt-Bergh, Jillian Kinzie, and Keston Fulcher
Example of a Program-Level Learning Improvement Report
Diane Lending, Keston Fulcher, Jeremy D. Ezell, Jeffrey L. May, and Thomas W. Dillon

Volume 13: Summer/Fall 2018

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From the Editor
Katie Busby
Categorizing College Students Based on Their Perceptions of Civic Engagement Activi-ties: A Latent Class Analysis Using the Social Agency Scale
Dena A. Pastor, Thai Q. Ong, and Christopher D. Orem
Contextualizing Effect Sizes in the National Sur-vey of Student Engagement: An Empirical Analysis
Louis M. Rocconi and Robert M. Gonyea
Learning Assessment in Student Affairs Through Service-Learning
Blanca Rincón and Milagros Castillo-Montoya
Five Years of Video-Based Assessment Data: Lessons from a Teacher Education Program
Peter D. Wiens and Matthew D. Gromlich
The Dependability of the Updated NSSE: A Generalizability Study
Kevin Fos-nacht and Robert M. Gonyea
Review of: Demonstrating Results: Using Outcome Measure-ment in Your Library
Beyza Aksu Dunya
Two Underused Best Practices for Improvement Focused Assessments
Phyllis Blumberg

Volume 12: Winter 2017

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From the Editor
Katie Busby
Dual En-rollment and Undergraduate Graduation Rates in the United States: An Institutional and Cohort Approach Using the 2006—2014 IPEDS
Carrie B. Myers and Scott M. Myers
An Empirical Model of Culture of Assessment in Student Affairs
Matthew B. Fuller and Forrest C. Lane
Definitions Matter: Investigating and Com-paring Different Operationalizations of Academic Undermatching
Ann M. Gansemer-Topf, Jillian Downey, and Ulrike Genschel
Measuring Assessment Climate: A Developmental Perspective
John F. Stevenson, Elaine Finan, and Michele Martel
Examining Differences in Student Writing Proficiency as a Function of Student Race and Gender
Jeff Roberts, Carroll F. Nardone, and Bill Bridges
Book Review of: Real-Time Student As-sessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for the 21st Century Needs
Abigail Lau
Actionable Steps for Engaging Assessment Practitioners and Faculty in Implementation Fidelity Research
Kristen L. Smith, Sara J. Finney, and Keston H. Fulcher
Minimizing Bias When Assessing Student Work
Pamela Steinke and Peggy Fitch
A Mulitdisciplinary Assessment of Faculty Accuracy and Reliability with Bloom’s Taxonomy
Adam C. Welch, Samuel C. Karpen, L. Brian Cross, & Brandie N. LeBlanc
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Volume 12: Summer 2017

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From the Editor – Choosing Wisely
Katie Busby
Combining Academic, Noncognitive, and College Knowledge Measures to Identify Students Not on Track For College: A Data-Driven Approach
James Soland
Examining Construct Validity of the Quanti-tative Literacy VALUE Rubric in College-level STEM Assignments
Julie S. Gray, Melis-sa A. Brown, & John P. Connolly
Proof in the Pudding: Implications of Measure Selection in Academic Outcomes Assessment
Stacy J. Priniski & Erin Winterrowd
Review of “Learning Assessment Techniques: A Handbook College Faculty”
Monica Stitt-Bergh
Using a CAS Self-Study to Teach Assessment Practice
Brian Bourke

Volume 11: Anniversary 2017

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From the Editor
Katie Busby
Tracking the Evolution of Research and Practice in As-sessment through the Pages of RPA
Robin D. Anderson & Nicholas A. Curtis
Return of the Pig: Standards for Learning Improvement
Keston H. Fulcher, Kristen L. Smith, Elizabeth R. H. Sanchez, Allison J. Ames, & Cara Meixner
The Seven Silos of Accountability in Higher Educa-tion: Systematizing Multiple Logics and Fields
Joshua Travis Brown

Volume 11: Summer 2016

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From the Edi-tor – Rewarded and Challenged
Katie Busby
Investigating the Dimension-ality of Examinee Motivation Across Instruction Conditions in Low-Stakes Testing Contexts
Sara J. Finney, Catherine E. Mathers, & Aaron J. Myers
The Use of Surveys in Teacher Education Programs to Meet Accreditation Stand-ards: Preservice Teachers’ Culturally Responsive Beliefs and Practices
Jason C. Im-mekus
Higher Education Faculty Engagement in a Modified Mapmark Standard Setting
S. Jeanne Horst & Christine E. DeMars
Review of “Pedigree: How Elite Students Get Elite Jobs”
Jamie Alea
Review of “Service-Learning Essentials. Questions, Answers, and Lessons Learned”
Agnieszka Nance
Assessment Practices in Higher Education and Results of the German Research Pro-gram Modeling and Measuring Competencies in Higher Education (KoKoHs)
Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Christiane Kuhn, Miriam Toepper, & Corinna Lauten-bach
An Analysis of Programs Serving Men of Color in the Community College: An Examination of Funding Streams, Interventions, and Objectives
Fnann Keflezighi, Levi Sebahar, & J. Luke Wood

Volume 10: Winter 2015

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From the Edi-tor – The Variety of Assessment
Katie Busby
Are those Rose-Colored Glasses You are Wearing? Student and Alumni Survey Responses
Amber D. Dumford and Angie L. Miller
Communication is Key: Unpacking “Use of Assessment Results to Improve Student Learning”
Kristen L. Smith, Megan Rodgers Good, Eliza-beth Hawk Sanchez, and Keston H. Fulcher
Assessment as Reflexive Practice: A Grounded Model for Making Evidence-Based Decisions in Student Affairs
Andrew J. Ryder and Ezekiel W. Kimball
Perceptions of Assessment Competency among New Student Affairs Professionals
Jaimie Hoffman
Review of “Higher Education Accreditation: How It’s Changing, Why It Must”
Belinda A. Prihoda
Review of “Using Evidence of Student Learning to Improve Higher Education”
Christine M. Bachen
Faculty Professional Development in Stu-dent Learning Assessment: The Assessment Leadership Institute
Lyda Ellis, Christine Marston, Jay Lightfoot, Julie Sexton, Jason Brynes, Heng-Yu Ku, and Kim Black

Volume 10: Summer 2015

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From the Editor – Vantage Point
Katie Busby
To Learn More about Learning: The Value-Added Role of Qualitative Approaches to Assessment
Daniel W. Newhart
Assessing the Work: An Exploration of Assessment in the Musical Thea-tre Arts
C. Casey Ozaki, Deborah Worley, and Emily Cherry
Effects of Motivational Prompts on Motiva-tion, Effort, and Performance on a Low-Stakes Standardized Test
Katrice A. Haw-thorne, Linda Bol, Shana Pribesh, and Yonghee Suh
Transfer Student Success: Educationally Purpose-ful Activities Predictive of Undergraduate GPA
Renee M. Fauria and Matthew B. Fuller
Review of “Assessment Essentials”
Joan Hawthorne
Review of “Aspiring Adults Adrift”
Tim W. Merrill
Practical Col-laborations for Positive Impact
Andrew R. Newton, Michelle A. Maher, and Douglas A. Smith
Guiding Principles to Impact an Institution-Wide Assessment Initiative
Scott Heinerichs, R. Lorraine Bernotsky, and Loretta Rieser Danner
Rain
Rain with excerpt by Alan Moore

Volume 9: Winter 2014

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From the Editor – Flat-lands & Frontiers
Joshua T. Brown
The Future of Data–Enriched Assessment
Candace Thille, Emily Schneider, René F. Kizilcec, Chris-topher Piech, Sherif A. Halawa & Daniel K. Greene
Embracing Big Data in Complex Edu-cational Systems: The Learning Analytics Imperative and the Policy Challenge
Leah P. Macfadyen, Shane Dawson, Abelardo Pardo & Dragan Gašević
Technology for Mining the Big Data of MOOCs
Una–May O’Reilly & Kalyan Veeramachaneni
Assessment of Robust Learning with Educational Data Mining
Ryan S. Baker & Albert T. Corbett
Social Learning Analytics: Navigating the Changing Settings of Higher Education
Maarten de Laat & Fleur R. Prinsen
How Predictive Analytics and Choice Architecture Can Improve Stu-dent Success
Tristan Denley
Insight and Action Analytics: Three Case Studies to Consider
Mark David Milliron, Laura Malcolm & David Kil
Review of “Uncharted: Big Data as a Lens on Human Culture”
Carolyn Penstein Rose
Review of “Building a Smarter University: Big Data, Innova-tion, and Analytics”
Fabio Rojas
Review of “Assessing the Educational Data Movement”
Karly Sarita Ford
An Ethically Ambitious Higher Education Data Science
Mitchell L. Stevens

Volume 9: Summer 2014

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From the Editor – All About Perspective
Joshua T. Brown and Katie Busby
Assessment for Whom: Reposi-tioning Higher Education Assessment as an Ethical and Value-Focused Social Practice
Andrew F. Wall, David Hursh, and Joseph W. Rodgers III
An Integrated Model of Influence: Use of Assessment Data in Higher Education
Jessica L. Jonson, Tim Guetterman, and Robert J. Thompson Jr.
The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment
Jennifer Danley-Scott and Gray Scott
Assessing Course Redesign: The Case of Developmental Math
Laura Ariovich and Sadé A. Walker
Case Study: One Institution’s Application of a Multiple Methods Assessment Framework
Jacqueline N. Gustafson, Jessica R. Daniels, and Rachel J. Smulski
Faculty Attitudes toward General Education As-sessment: A Qualitative Study about Their Motivation
Sarah K. MacDonald, Laura M. Williams, Rory A. Lazowski, S. Jeanne Horst, and Kenneth E. Barron
Review of “Gap Year: How Delaying College Changes Peo-ple in Ways the World Needs”
Chrissie Monaghan
Review of “Building a Culture of Evidence in Student Affairs: A Guide for Leaders and Practitioners”
Lance C. Kennedy-Phillips
Review of “Paying for the Party: How College Maintains Inequality”
Georgianna L. Martin
Assessing High Impact Practices Using NVivo: An Automated Approach to Analyzing Student Reflections for Program Improvement
Jennifer Blaney, Kimberly Filer, and Julie Lyon
Enclothed Cognition
Qozop with excerpt by James Neill

Volume 8: Winter 2013

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From The Editor – The Embeddedness of Assessment
Joshua T. Brown
Understanding and Addressing the Challenges of Assessing College Student Growth in Student Affairs
Nicholas A. Bowman
Measuring the Imple-mentation Fidelity of Student Affairs Programs: A Critical Component of the Outcomes As-sessment Cycle
Jerusha J. Gerstner and Sara J. Finney
ACES: The Development of a Reliable and Valid Instrument to Assess Faculty Support of Diversity Goals in the United States
Jennifer Ng, William Skorupski, Bruce Frey and Lisa Wolf-Wendel
A Model for Outcomes Assessment of Undergrad-uate Science Knowledge and Inquiry Processes
Judith Puncochar and Mitchell Klett
Student Employee Development in Student Affairs
Christina Athas, D’Arcy John Oaks and Lance Kennedy-Phillips
The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions
Christine E. DeMars, Bozhidar M. Bashkov and Alan B. Socha
Review of “Successful Assessment for Student Affairs”
Nathan Lindsay, Dan Stroud and Ameshia Tubbs
Review of “Learning Is Not A Sprint”
Lisa Endersby
Engagement, Unpacked
Keith Frew with excerpts from George Herbert Mead and Georg Simmel

Volume 8: Summer 2013

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From the Editor – New Combinations for Higher Education
Joshua T. Brown
Assessment’s Place in the New MOOC World
Cathy Sandeen
Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC
Lori Breslow, David E. Pritchard, Jennifer DeBoer, Glenda S. Stump, An-drew D. Ho and Daniel T. Seaton
Fair and Equitable Measurement of Student Learning in MOOCs: An Introduction to Item Response The-ory, Scale Linking, and Score Equating
J. Patrick Meyer and Shi Zhu
Assessing Writing in MOOCs: Automated Essay Scoring and Calibrat-ed Peer Review™
Stephen P. Balfour
Review of “The One World Schoolhouse”
Catharine R. Stimpson
Review of “Measuring College Learning Responsibly”
Jeff Kosovich, Rory Lazowski, Oksana Naumenko & Donna L. Sundre
Review of “We’re Losing Our Minds”
Katie Busby
New Combinations
Huong Fralin with excerpts from Joseph Schumpeter

Volume 7: Winter 2012

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From the Editor – Bringing in the Disciplines
Joshua T. Brown
Data Needed for Improving Productivity Measurement in Higher Education
William F. Massy, Teresa A. Sullivan and Christopher D. Mackie
Generalizability of Student Writing across Multiple Tasks: A Challenge for Authentic Assessment
John D. Hathcoat and Jeremy D. Penn
Assessing Graduate Student Learning in Four Competencies: Use of a Common Assignment and a Combined Rubric
Rana Khan, Datta Kaur Khalsa, Kathryn Klose and Yan Zhang Cooksey
Review of “Assessment for Excellence”
Linda J. Sax
Review of “Reinventing Higher Education”
Lisa J. Hatfield
Discovery
Adam Barnes with ex-cerpts from Maria Montessori

Volume 7: Summer 2012

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From the Editor – Begins with the End
Joshua T. Brown
For Tests that are Predictively Powerful and Without Social Prejudice
Joseph A. Soares
Growing Up with No Child Left Behind: An Initial Assessment of the Understanding of College Students’ Knowledge of Accountability Testing
Anna Zilberberg, Robin D. Anderson, Peter J. Swerdzewski, Sara J. Finney and Kimberly R. Marsh
Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Compe-tencies Listed in Job Descriptions
John L. Hoffman and Marilee J. Bresciani
Intellectual College Development Related to Alumni Percep-tions of Personal Growth
T. Dary Erwin
Review of “Good Education in an Age of Measurement”
Brian W. Lagotte
Review of “Science Learning and Instruction”
Jabari Mahiri
Review of “jMetrik”
Andrea Gotzmann and Louise M. Bahry
Finding the Right Fit: Choosing an Assessment Conference
Carrie L. Zelna and Stephany Brett Dunstan
The Blind Men and the Elephant
Katie Basbagill and John Godfrey Saxe

Volume 6: Winter 2011

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From the Editor
Joshua T. Brown
Combining Learning and Assessment to Improve Science Education
Marcia C. Linn and Jennifer Chiu
Creating Seamless K-16 Pathways: Role of Assessment
Hillary R. Michaels, Katrice Hawthorne, Nuria M. Cuevas and Alexei G. Mateev
Quality and Utility of the Multi-Tiered Instruction Self-Efficacy Scale
Susan K. Barnes and Melinda S. Burchard
Exploring the Success of Transfer Programs for Community College Stu-dents
Reginald S. Blaylock and Marilee J. Bresciani
Review of “Coming to Terms with Student Outcomes Assess-ment”
Dorothy C. Doolittle
Review of “Start with Why”
Vicki L. Wise
Assessment Day
Makayla Grays

Volume 6: Summer 2011

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From the Editor
Joshua T. Brown
Identifying Barriers in Implement-ing Outcomes-Based Assessments Program Review: A Grounded Theory Analysis
Marilee J. Bresciani
Measuring Students’ Cognitive Engagement on Assessment Tests: A Confirma-tory Factor Analysis of the Short Form of the Cognitive Engagement Scale
Whitney Smiley and Robin Anderson
Can Institutions Have Quality Programming Without Utilizing a Systematic Outcomes-Based Assessment Process?
Lauren Weiner and Marilee J. Bresciani
Reflective (Ac) Counting: Institutional Research, Evalua-tion, & Assessment in a Time of Cholera
Walter F. Heinecke
Review of “Academically Adrift”
Kathryne Drezek McConnell
Review of “Higher Education Assessments”
Tisha M. Paredes
Standardized
Casey Templeton

Volume 5: Winter 2010

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Comments from the Editor
Keston H. Fulcher
Assessing Honor Code Effectiveness: Results of a Multipronged Approach From a Five Year Study
Sally Sledge and Pam Pringle
Evolving from Quantity to Quality: A New Yardstick for Assessment
Keston H. Fulcher and Chris D. Orem

Volume 4: Winter 2009

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Comments from the Editor
Keston H. Fulcher
Assessment at North Carolina State University: Adapting to Change in the Workplace
Marilee J. Bresciani, Jane H. Griffiths and Jon P. Rust
Developments and Changes Resulting from Writing and Thinking As-sessment
Teresa Flateby
Does it Matter How Data Are Collected? A Comparison of Testing Conditions and the Implications for Validity
Carol L. Barry and Sara J. Finney

Volume 3: Winter 2008

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Comments from the Editor
Keston H. Fulcher
“What Do I Do with the Data Now?”: Analyzing A Comparison of Testing Conditions and the Implications for Validity
Suzanne L. Pieper, Keston H. Fulcher, Donna L. Sundre and T. Dary Erwin
Exploring Misunderstanding in Collabora-tive Research Between a World Power and a Developing Country
Marilee J. Bresciani
Detecting Items That Function Differently for Two- and Four-Year Col-lege Students
Amy Thelk

Volume 2: Summer 2007

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Comments from the Editor
Keston H. Fulcher
Examining College Students’ Gains in General Education
Dena A. Pastor, Pamela K. Kaliski, and Brandi A. Weiss
Program Assessment in Academic Libraries: An Introduction for Assessment Practitioners
Eric Ackermann
Assessing Service-Learning
Pamela Steinke and Peggy Fitch

Inaugural Issue: Winter 2006

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Comments from the Editor
Robin D. Anderson
Solutions for Missing Data in Structural Equation Modeling
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