Culture of Evidence Overview

In 2006, the nation turned its attention to accountability in higher education. As a leader in educational research and measurement, ETS added to the dialogue by examining the general topic of student learning outcomes. This examination resulted in a series of three Culture of Evidence reports in which ETS researchers identified the key issues of accountability and surveyed current practices in assessing student learning:

A Culture of Evidence: An Evidence-Centered Approach to Accountability for Student Learning Outcomes
With higher education under increased pressure to prove accountability, ETS researchers developed a framework to improve, revise and introduce comprehensive systems for the collection and dissemination of information on student learning outcomes. This report presents a practical approach to help the educational community meet the call for accountability while respecting the diverse attributes of students, faculty and the institutions themselves. (Catherine M. Millett, David G. Payne, Carol A. Dwyer, Leslie M. Stickler and Jon J. Alexiou, 2008.)

A Culture of Evidence: Critical Features of Assessments for Postsecondary Student Learning
National dialogue on accountability in higher education focuses on improving student learning and engagement. To provide higher education stakeholders with a greater understanding of current assessment tools, ETS researchers take a detailed look at available measurements in this “30,000 foot” overview. (Catherine M. Millett, Leslie M. Stickler, David G. Payne and Carol A. Dwyer, 2007.)

A Culture of Evidence: Postsecondary Assessment and Learning Outcomes
To address the dearth of empirical data on student learning in higher education, ETS researchers take a macro look at current conditions affecting the postsecondary community. In this report, they provide an overview of the assessment landscape to outline accountability models and metrics used in higher education. (Carol A. Dwyer, Catherine M. Millett and David G. Payne, 2006.)

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