Relevant bibliographies by topics / Outcomes assessment

Academic literature on the topic 'Outcomes assessment'

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Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Outcomes assessment"

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Gunderman, R. B. "The outcome of medical outcomes assessment." Academic Medicine 72, no. 8 (August 1997): 682–7. http://dx.doi.org/10.1097/00001888-199708000-00012.

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Apostolou, Barbara A. "Outcomes Assessment." Issues in Accounting Education 14, no. 1 (February 1, 1999): 177–97. http://dx.doi.org/10.2308/iace.1999.14.1.177.

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LEOPOLD, D., B. FERGUSON, and J. PICCIRILLO. "Outcomes assessment." Otolaryngology - Head and Neck Surgery 117, no. 3 (September 1997): S58—S68. http://dx.doi.org/10.1016/s0194-5998(97)70009-3.

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Beitz, Janice M. "Outcomes Assessment." Nurse Educator 19, no. 4 (July 1994): 12–17. http://dx.doi.org/10.1097/00006223-199407000-00009.

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Singla, Dr Monika. "Assessment of Outcomes of Ulnar Nerve Decompression." Journal of Medical Science And clinical Research 05, no. 03 (March 7, 2017): 18569–72. http://dx.doi.org/10.18535/jmscr/v5i3.50.

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Lee, Tamera. "Exploring Outcomes Assessment." Journal of Library Administration 40, no. 3-4 (September 13, 2004): 49–58. http://dx.doi.org/10.1300/j111v40n03_04.

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Blanchette, V. S., B. O’Mahony, L. McJames, and J. N. Mahlangu. "Assessment of outcomes." Haemophilia 20 (April 25, 2014): 114–20. http://dx.doi.org/10.1111/hae.12426.

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Meikle, Mary B., Barbara J. Stewart, Susan E. Griest, and James A. Henry. "Tinnitus Outcomes Assessment." Trends in Amplification 12, no. 3 (July 15, 2008): 223–35. http://dx.doi.org/10.1177/1084713808319943.

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Hess, Cathy Thomas. "Assessment + Documentation = Outcomes." Advances in Skin & Wound Care 23, no. 1 (January 2010): 48. http://dx.doi.org/10.1097/01.asw.0000363500.07608.0c.

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Coyne, Karin S., and Kathleen W. Wyrwich. "ISPOR Task Force For Clinical Outcomes Assessment: Clinical Outcome Assessments: Conceptual Foundation—Report of The ISPOR Clinical Outcomes Assessment – Emerging Good Practices For Outcomes Research Task Force." Value in Health 18, no. 6 (September 2015): 739–40. http://dx.doi.org/10.1016/j.jval.2015.09.2863.

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Dissertations / Theses on the topic "Outcomes assessment"

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Matlick, Martha Aldrich. "Staff attitudes toward outcomes assessment." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39105.

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Vance, Jeffrey Michael. "Therapeutic Assessment as Preparation for Psychotherapy." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538669/.

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This study examined the impact therapeutic assessment (TA) had on participants recruited from the UNT Psychology Clinic's waiting list. Using a pretest-posttest design, participants completed measures prior to and following their assessment. UNT Psychology Clinic archive data was used to compare this sample to clients who received traditional information gathering assessments with implicit measures, those receiving assessments relying on only self-report measures, and those who did not receive an assessment before beginning psychotherapy. The findings of this study vary based on the criteria being examined. Due to the small sample in the experimental group, no statistical significance was found through null hypothesis testing. However, the TA group's scores on the Outcome Questionnaire – 45 (OQ) and the Working Alliance Inventory (WAI) indicated better outcomes than those without a TA, with large effect sizes. Furthermore, those who received a TA were more likely than those without a TA to score below the clinically significant cutoff levels on the OQ. The study raises issues for consideration in what is deemed "effective" in therapeutic efficacy research.
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Stephens, Jennifer Anne. "Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3100.

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Given the conflicting research results on the effectiveness of whole-school reform models (Nunnery, 1998; Stringfield & Herman, 1997; American Institutes for Research, 1999; U.S. Department of Education, 2004), there is a need to focus on the evaluation procedures of whole-school reform organizations. Because the ultimate goal is to improve school performance, it should also be a goal of each whole-school reform organization to design a comprehensive data collection system to evaluate each school’s performance. A comprehensive reporting system was developed for a school reform organization, the Accelerated Schools Project (ASP). Using the steps of the research and development process recommended by Borg and Gall (1989), this study: (a) developed a theoretical framework for the reporting system, (b) identified data that should be collected in the reporting system, (c) performed a field test with an expert panel of educational professionals, (d) developed a preliminary form of the reporting system, (e) performed a main field test with principals and coaches in the ASP network, (f) reported field test results, (g) revised the preliminary reporting system, (h) developed a website for the reporting system, and (i) provided recommendations for the completion, dissemination and implementation of the system in accelerated schools across the nation. This study has important implications for both the ASP community and for the entire whole-school reform community. For the ASP community, the reporting system could be used: (a) to collect data in all accelerated schools across the nation (b) as a longitudinal database of information to monitor data on each ASP school, and (c) to generate school summary reports on ASP schools. These data will assist researchers in measuring the effectiveness of the ASP model on student achievement and other important variables. For the whole-school reform community, the method used in this study could be replicated in other school reform organizations to develop a comprehensive reporting system. By providing consistent data for school reform organizations to evaluate the impact of their models on students and schools, educational researchers will be better equipped to understand each model’s impact, and thus will better understand the diverse research results on school reform effectiveness.
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Liu, Pei, and 刘沛. "Endodontic treatment outcomes: patient based assessments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46288971.

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Cason, Caroline Adelaide. "A Comparison of Brief Versus Extended Paired-Choice Preference Assessment Outcomes." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4975/.

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Few studies have systematically evaluated whether preferences can reliably be identified using brief procedures. Typically, studies have used brief procedures to select potential reinforcers for use in intervention procedures. A total of 17 food and leisure paired-choice preference assessments were administered to 10 subjects in order to evaluate the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5 sessions). Eleven out of the 17 brief and extended assessments identified the same stimulus as the most preferred (highest rank). Outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is desired.
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Bellefontaine, Debra D. "Assessment of children coming into care, towards positive outcomes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37826.pdf.

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Toll, Debora K. "Workplace learning, an assessment of approaches, perceptions and outcomes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ42697.pdf.

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Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009
ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment system. I argue that although outcomes-based education is proclaimed to be a progressive pedagogy, an alternative argument can be made that characterises it as an old behaviourist, management theory, overlain by a new policy technology called performativity. Thereafter, I engage critically with outcomes-based assessment as a prime example of performativity. In the next step I explore the ways in which outcomes-based assessment poses a predicament to teachers and to the practice of teaching. I then construct an alternative view of education that, in my opinion, provides a way to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching. I also compare my alternative view of education with a new notion of education as therapy and standing in need of therapy, which is also presented as an alternative to instrumental approaches to education. Thereafter I consider the implications of my alternative view of education for teachers and assessment. I consider potential critiques against my argument at various stages in this dissertation. In the final chapter, I anticipate five more potential critiques against the argument developed in this dissertation and give initial responses to these. At the end of this dissertation I extend an invitation to deliberation in the spirit of my alternative view of education.
AFRIKAANSE OPSOMMING: Die kernvraag wat in hierdie proefskrif aan bod kom, is: “Hoe kan ons anders dink oor onderwys sodat die penarie wat uitkomsgebaseerde assessering vir onderwysers en die onderwyspraktyk meebring, oorkom kan word? Die vraag word beredeneer teen die agtergrond van my eie narratief en ervaring in onderwys in Suid-Afrika en in dialoog met die idees van ’n aantal kontemporêre filosowe. Ek veronderstel ’n interne skakel tussen die uitkomsgebaseerde diskoers en die verbandhoudende assesseringstelsel. Ek voer aan dat hoewel uitkomsgebaseerde onderwys as ’n progressiewe pedagogie voorgehou word, ’n alternatiewe argument gemaak kan word wat dit as ’n ou, behavioristiese bestuursteorie beskryf, wat oordek is met ’n nuwe beleidstegnologie genaamd performatiwiteit. Daarna gaan ek krities om met uitkomsgebaseerde assessering as ’n primêre voorbeeld van performatiwiteit. In die volgende stap verken ek die maniere waarop uitkomsgebaseerde assessering ’n penarie vir onderwysers en die onderwyspraktyk voorhou. Ek ontwikkel dan ’n alternatiewe beskouing van opvoeding wat, na my mening, ’n manier verskaf om die penarie wat assessering vir onderwysers en die onderwyspraktyk veroorsaak, te oorkom. Ek vergelyk ook my alternatiewe beskouing van onderwys met ’n nuwe konsep van onderwys as terapie en as behoeftig aan terapie, wat ook as ’n alternatief vir instrumentele benaderings tot onderwys aangebied word. Daarna oorweeg ek die implikasies van my alternatiewe beskouing van onderwys vir onderwysers en assessering. Ek oorweeg op verskillende stadiums in hierdie proefskrif potensiële punte van kritiek teen my argument. In die laaste hoofstuk antisipeer ek vyf bykomende potensiële punte van kritiek teen die argument wat in hierdie proefskrif ontwikkel is en gee aanvanklike reaksies daarop. Teen die einde van hierdie proefskrif rig ek ’n uitnodiging tot beraadslaging in die gees van my alternatiewe beskouing van opvoeding.
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Yager, Blair A. "An outcomes assessment the use of Greek in ministry /." Lynchburg, Va. : Liberty University, 1994. http://digitalcommons.liberty.edu.

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Ritz, Tiffany. "An Evaluation of Preference Assessment Outcomes on Employee Performance." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1540.

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The need continues within the field of organizational behavior management for empirically valid and feasible interventions to assist organizations with producing desirable changes in the work behavior of employees. The present study sought to determine the utility of a procedure to identify preferred stimulus among employees and the effects of implementation of the preferred stimulus on employee performance. Baseline data was collected on the productivity of employees. Then, a preference assessment was administered to employees. The results of the preference assessment yielded a commonly preferred stimulus which was then implemented to test for an effect on employee task completion. Results indicated moderate increases in employee performance and support the use of preference assessments to identify effective reinforcers for employees.
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Books on the topic "Outcomes assessment"

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Education, Middle States Association of Colleges and Schools Commission on Higher. Framework for outcomes assessment. 2nd ed. Philadelphia, Pa: CHE/MSA, 1996.

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Moorehead, Sue, ed. Nursing outcomes classification (NOC): Measurement of health outcomes. St. Louis, USA: Elsevier, 2012.

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International Assembly for Collegiate Business Education. Outcomes assessment in higher education. Overland Park, KS: IACBE, 2002.

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Haessig, Carolyn J. Outcomes assessment for dietetics educators. Chicago, IL: American Dietetic Association, Commission on Accreditation for Dietetics Education, 2000.

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Doug, Marston, ed. Classroom-based assessment: Evaluating instructional outcomes. Columbus, Ohio: Merrill, 1990.

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Outcomes in speech-language pathology. 2nd ed. New York: Thieme, 2013.

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B, Solberg Kenneth, ed. Tracking mental health outcomes. New York: John Wiley & Sons, 2001.

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Forum, AAHE Assessment, ed. Behind outcomes: Contexts and questions for assessment. Washington, D.C: AAHE Assessment Forum, 1989.

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Zlatkin-Troitschanskaia, Olga, Miriam Toepper, Hans Anand Pant, Corinna Lautenbach, and Christiane Kuhn, eds. Assessment of Learning Outcomes in Higher Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74338-7.

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W, Iyer Patricia, ed. Patient outcomes in pediatric nursing. Springhouse, PA: Springhouse Corp., 1995.

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Book chapters on the topic "Outcomes assessment"

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Kadkhodaei, Saeid, Farahnaz Sadat Golestan Hashemi, Morvarid Akhavan Rezaei, Sahar Abbasiliasi, Joo Shun Tan, Hamid Rajabi Memari, Faruku Bande, Ali Baradaran, Mahdi Moradpour, and Arbakariya B. Ariff. "Outcomes Assessment." In Cis/Transgene Optimization, 19–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90391-0_3.

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Harvey, Philip D. "Functional Outcomes Assessment Scales." In Guide to Assessment Scales in Schizophrenia, 33–38. Heidelberg: Springer Healthcare UK, 2012. http://dx.doi.org/10.1007/978-1-908517-71-5_4.

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Köckerling, Ferdinand, Iris Kyle-Leinhase, and Filip E. Muysoms. "Outcomes Assessment and Registries." In Management of Abdominal Hernias, 185–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63251-3_10.

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Coates, Hamish. "Assessment of Learning Outcomes." In The European Higher Education Area, 399–413. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20877-0_26.

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Bertling, Jonas P., Tamara Marksteiner, and Patrick C. Kyllonen. "General Noncognitive Outcomes." In Methodology of Educational Measurement and Assessment, 255–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_10.

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Kroncke, Anna P., Marcy Willard, and Helena Huckabee. "Optimal Outcomes and Recovery." In Assessment of Autism Spectrum Disorder, 23–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25504-0_3.

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Daugherty, Richard, Paul Black, Kathryn Ecclestone, Mary James, and Paul Newton. "Assessment of Significant Learning Outcomes." In Assessment Reform in Education, 165–83. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0729-0_12.

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Maruish, Mark E. "Outcomes assessment in health settings." In APA handbook of testing and assessment in psychology, Vol. 2: Testing and assessment in clinical and counseling psychology., 303–21. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14048-018.

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Altink, J. Nienke, Jari Dahmen, and Gino M. M. J. Kerkhoffs. "Outcomes Assessment for the Athlete." In Sports Injuries of the Foot and Ankle, 393–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-58704-1_36.

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Frei, Anja, and Milo Puhan. "Assessment of Patient-Reported Outcomes." In Textbook of Pulmonary Rehabilitation, 93–107. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65888-9_7.

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Conference papers on the topic "Outcomes assessment"

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Berndt, Angela, Esther May, and Michael Clark. "Drivers with Dementia: Environment, Errors and Performance Outcomes." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1268.

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Wyatt-Baxter, Krystal. "Zero to Sixty: Implementing Outcomes Assessment for an Entire Organization." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.44.

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McMullin, Ashley, and Jennifer Schwartz. "Developing Library Learning Outcomes: Reflecting on Instruction across the Library." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.75.

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Crespo, Raquel M., Jad Najjar, Michael Derntl, Derick Leony, Susanne Neumann, Petra Oberhuemer, Michael Totschnig, Bernd Simon, Israel Gutierrez, and Carlos Delgado Kloos. "Aligning assessment with learning outcomes in outcome-based education." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492385.

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Zhou, J., P. Corder, and K. Aung. "Direct Assessment of Course Outcomes: Strategies and Implementations for Mechanical Engineering Courses." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41974.

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The process of outcome assessment has become a major tool for evaluation of mechanical engineering programs as required by ABET. There are many ways to conduct assessment of course and program outcomes, but the direct assessment method is preferable to all other methods such as course grades and student surveys. Outcome assessment process of courses involves many steps: identifying the performance criteria, collecting the appropriate data, processing the data based on performance criteria, interpreting the results, and deciding the remediation or corrective actions to take. In this paper, strategies and implementations of direct assessment of course outcomes in the Department of Mechanical Engineering are described and discussed. Application and results of these direct assessments relevant to the Senior Capstone Design course in the Mechanical Engineering curricula are presented as an example. The methodology and implementation discussed in this paper may be beneficial to similar curricula at other institutions.
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Kumpaty, Subha, Katie Reichl, and Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.

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Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.
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Duan, Shanzhong Shawn, and Kurt Bassett. "Development of Faculty Course Assessment Reports for ME Program ABET Accreditation." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10622.

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The assessment of program outcomes for ABET accreditation has become a challenge for engineering programs nationwide. Various methods and approaches have been investigated to develop good practices for program assessment. At South Dakota State University (SDSU), an approach called Faculty Course Assessment Reports (FCAR) has been explored for mechanical engineering (ME) program assessment. FCAR provides an assessment tool to correlate the ME program outcomes with the outcomes of the core ME courses, and to evaluate student performance at the course level based on ABET outcome criterion. This process begins with the development of course objectives and outcomes. Then these course objectives and outcomes are directly mapped with the ME program objectives and outcomes respectively. Further the quantitative and qualitative details generated in the FCAR are lined up directly to ABET program outcome a to k criterion through FCAR rubrics. By use of the FCAR process, all ME program outcomes are evaluated at the course level based on the ABET program outcomes. The assessment results are being used for improvement of the ME curriculum. The process was developed to provide an effective tool for the ME program outcome assessment at the course level with reasonable effort.
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Agarwal, Ritu, Jayesh Prasad, and Michael C. Zanino. "From needs assessment to outcomes." In the 1996 ACM SIGCPR/SIGMIS conference. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/238857.238905.

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McDonald, Merry, Norbert J. Kubilus, Mark Fienup, and Dian Lopez. "Student outcomes assessment (panel session)." In the thirty-first SIGCSE technical symposium, Chair Sue Fitzgerald. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/330908.331897.

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Pape, D. A. "Differential Assessment of the ABET “a-k” Program Outcomes Based on Learning Domains." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79994.

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In this paper each of the eleven EC 2000 “a-k” program outcomes are investigated in terms of Bloom’s three domains of learning. It is found that most of the published work in engineering assessment is focused on outcomes related to the cognitive domain. Some difficulties in assessing the outcomes involving the professional skills, which tend to fall in the affective domain, are addressed. Since some outcomes fall in a single domain and others encompass multiple domains, there is a need to use different, and possibly multiple, types of assessment techniques for each outcome. Specific methods for developing assessable performance criteria for these outcomes are described. The result is a clearer picture of assessment needs and methods related to each outcome, and an understanding of remaining work in this area.
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Reports on the topic "Outcomes assessment"

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Sadachar, Amrut, Sara Jablon, Linda Niehm, and Jessica Hurst. Student Attitudes toward Educational Approaches and Assessment Techniques: A Retail Merchandising Course Outcomes Assessment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-90.

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Frazier, Barbara. Using the ITAA meta-goals for outcomes assessment and program improvement. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-133.

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Porter, David B. United States Air Force Academy Educational Outcomes Assessment Working Group. Phase 2. Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada325234.

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Reilly, Andrew, Carol Warfield, Sara B. Marcketti, Cynthia L. Istook, Elena E. Karpova, Kathleen Rees, and Rinn Cloud. 2019 ITAA Special Topic Session: Assessment of Student Learning Outcomes for TAPAC Accreditation. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8304.

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Watchravesringkan, Kittichai, Nancy Nelson Hodges, Seoha Min, Sukyung Seo, and Youngji Lee. Teaching Virtual Technology through Industry Collaboration: An Assessment of Pedagogical Process and Outcomes. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8833.

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Payne, Geoffrey, James Mitchell, Luke Kozumbo, Clive English, and Richard Baldwin. Legitimate land tenure and property rights: fostering compliance and development outcomes. Rapid evidence assessment. Evidence on Demand, December 2015. http://dx.doi.org/10.12774/eod_cr.september2015.paynegetal.

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Lowder, Sarah K., and Anita Regmi. Assessment of outcomes based on the use of PIM-supported foresight modeling work, 2012-2018. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.133608.

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Coulson, Saskia, Mel Woods, Drew Hemment, Michelle Scott, Alexandre Polvora, and Susana Nascimento. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/10000110.

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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Abstract:
Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Beining, Steven. Improving Assessment Practice at the Course and Programmatic-Levels in Community Colleges: Developing The Guidebook For Student Learning Outcomes & The Assessment Loop. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1105.

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