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CENTERING AND DE-CENTERING ASSESSMENT: Accountability, Accreditation, and Expertise
Book chapter   Open access

CENTERING AND DE-CENTERING ASSESSMENT: Accountability, Accreditation, and Expertise

Karen Nulton and Rebecca Ingalls
Reclaiming Accountability, pp 145-162
06 Apr 2016
DOI: https://doi.org/10.7330/9781607324355.c008
url
https://doi.org/10.7330/9781607324355.c008View
Published, Version of Record (VoR)Maybe Open Access (Publisher Bronze),  Open

Abstract

Arts Business Business structures Classroom activities Communication skills Communications Cooperatives Education Educational activities Educational institutions Educational methods Educational testing Educational tests Formal education Humanities instruction Language arts Language skills Literary criticism Literary studies Literature Pedagogy Schools Social sciences Student assignments Teaching Universities Writing Writing assignments Writing instruction Writing skills Writing tests Written communication Written composition
Accreditation—in particular, the changes to assessment requirements over the last decade—has driven powerful changes in higher education. As a result of a recent accreditation review, our urban, comprehensive, co-operative educational institution has been intensively engaged in creating pragmatic assessment models to foster faculty dialogue and support. Through this complex process, we have come to understand that participating in accreditation-driven assessment can actually foster relationships and help colleagues uncover shared values and goals. We have used large-scale writing assessment to structure and define a conversation about the reflective and analytical skills that we value for our students. Through this

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