Evidencing Learning Improvement in Higher Education: An Example of Closing the Loop

• In Event: 29.082 - Roundtable Session 9
  In Roundtable Session: 29.082-16 - Assessing Science and Mathematics for Diverse Learners

Abstract

Assessment practitioners almost always include “closing the loop” as a final step in the assessment process (e.g., Walvoord, 2004). Surprisingly, it is often unclear what “closing the loop” means, though improvement is implied (Smith, Good, Sanchez, & Fulcher, 2015). Recently, a “simple model” for evidencing learning improvement was proposed as a concrete way of defining this purpose of assessment (Fulcher, Good, Coleman, & Smith, 2015). In this model, closing the loop is defined by assessing student learning, intervening, and then re-assessing (Fulcher, et al. 2015). Unfortunately, throughout higher education, evidence of learning improvement (or true loop closure) is incredibly rare (Blaich & Wise, 2011). In this paper, an example of evidenced learning improvement is documented following the “simple model.”

Authors

• Megan Rodgers Good, Auburn University

• Keston H. Fulcher, James Madison University