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Assuring Quality

Assuring Quality  is designed to be part of an institution’s formative evaluation process with a focus on continuous improvement.  It will assist your institution in drawing conclusions about the overall quality of its assessment processes and practices, will provide your institution’s administration with an informed perspective on its strengths and gaps, and will allow your administration to plan strategically for improvement.  The 29 criteria in eight areas comprise the essential indicators of high-quality student learning outcomes assessment and accountability practices. The ability to meet all of the stated criteria demonstrates excellent student learning outcomes assessment practice.

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"Assuring Quality offers institutions a detailed road map for assessing student learning, an essential step in strengthening undergraduate education."

George D. Kuh, Director
National Institute for Learning Outcomes Assessment (NILOA)

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"A team of assessment scholars worked collaboratively for more than a year to develop Assuring Quality.  This is the most comprehensive set of guidelines for assessing campus assessment initiatives that has ever been assembled."

Trudy W. Banta, Professor of Higher Education and
Senior Advisor to the Chancellor for Academic Planning and Evaluation
Indiana University-Purdue University Indianapolis

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"The strength of Assuring Quality is that for the first time faculty AND student affairs educators are expected to collaboratively demonstrate learning across an entire institution. It validates that learning occurs inside and outside the classroom and that student affairs educators play an important role in strengthening student outcomes.  Assuring Quality is an essential tool for institutions committed to integrated learning and the transformative education." 

Gavin Henning
Associate Professor of Higher Education, New England College
Director of Professional Development, ACPAGoverning Board

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“The step-by-step checklists in Assuring Quality provide clear and comprehensible guidelines to best practice at each stage of the assessment process.  I believe this publication will be very helpful to colleges and universities.”

Linda Cabe Halpern, Dean of University Studies and Professor of Art History
James Madison University