1. the impact of learning outcomes assessment on accreditation systems in latinamerica
Nadia Paola Mireles Torres
University of Calgary
GDER 700 A & 700 B
Dr. T. Armstrong
Winter, 2010

2. Background
Globalization - Global forces - ICT, Knowledge society, global market
New challenges
Global market
More competitive graduates: new role of HE
New skills and competencies
Quality Assurance
Increased attention
Important global trend
3. Quality Assurance (QA)
Dimensions
QA for accountability quantity focus
QA for improvement quality focus
Mechanisms for QA
Evaluation
Assessment
Accreditation
4. Accreditation
Most common approach to measure QA
Accreditation focus turned indicators from quantity inputs to quality outcomes
New challenge: the development of evidence and assessment of student learning outcomes(J. S. Eaton, 2002).
5. Learning outcomes (LO)
Accreditation has gradually shifted from encouraging to requiring LO. Kuh & Ikenberry (2009)
Who?:
USA (CHEA)
Award for Institutional Progress in Student LO
EU (Tuning)
Australia
OECD (AHELO)
6. Literature review
Quality assurance approaches
QA for improvement
Accreditation
Current status
Trends to LO assessment
Impact in accreditation criteria
Case: USA / CHEA(award)
Cases: Mexico, Argentina, RIACES
Developed countries
Latin America ???
7. Globalization
New skills
Increase in HE
Trend on QA
For accountability
For improvement
Approaches
Accreditation
LO assesment
Incorporate LO in accreditation
Developed countries
??
??
Latin America
Accreditation
An interpretation of the future impact that LO assessment will have in accreditation systems of Latin America
8. Researchquestion
How is the trend to assess LO in other countries impacting accreditation in Latin America?
How was the process to integrate the assessment of LO in the criteria and certification processes of accreditation agencies in the USA?
To what extent the CHEA award has influenced institutions in the USA to start assessing LO?
Accreditation is a transferred process. How is theLO assessment going to be transferred to Latin American accreditation systems?
9. Studies that have addressed the problem
Relatedtoaccreditation and thetrendtofocus in LO:
Brittingham, 2009; Christy, McNeal, & Lewis, 2002; Mori, 2009; Beno, 2004; Volkwein et al., 2006; Whittlesey, 2005
Related to HEIs experiences on LO assessment:
Anagnos, 2008; Bresciani, 2009; Coates, 2009; Peach, Brian E.; Mukherjee, Arup & Hornyak, Martin; 2007; Schaeper; 2009; Stivers; Bonnie & Phillips, Jeffrey; 2009
10. Studies that have addressed the problem.
Whittleseys (2005): Criteria used by some accreditation agencies to determine to what extent the LO assessment is incorporated in their certification processes
Volkwein et al. (2006): Impact of accreditation on LO experiences of 40 HEIs.
Nusche (2008): Analyzed different instruments used to assess LO in different countries
AHELO feasibilitystudy (2011): Assess LO in different HEIs around the world with a unique instrument
11. Studies that have addressed the problem.
LO assessment is uncommon in Latin America (either in HEIs or in accreditation agencies)
Few or no studies addressing the LO assessment in LA
(Nuez, 2008): compared the LO assessment in different years. Mentions one specific accreditation agency to be including the LO assessment in its certification criteria
Studies related to accreditation do not contemplate very deeply the LO assessment
12. Researchframework
Interpretivism is an attempt to understand and explain human and social reality looks for culturally and historically situated interpretations of the social life-world.
This study seeks to:
Understand evolution of QA in a specific country
Explain how the trend to QA for improvement (LO assessment) impacted accreditation
Interpret how this trend will make an impact in an accreditation system that yet does not completely focus on QA for improvement
13. Methodology
Case study: the researcher explores in depth a program, an event, an activity, a process, or individuals Creswell (2003)
Type of case study:
Historical organizational
Multisites
The more that your question seek to explainhow or why some phenomenon works, the more case study will be relevant Yin (2008)
14. Prcedure for Data Collection
Interviews and document analysis
Interviews with accreditation agencies' authorities in: USA, Mexico, Argentina and RIACES
CHEA case: Review of documents and records regarding the implementation of LO assessment in certification criteria
15. Data analysis
The case study is designed to elicit discussion and analysis of a particular situation based on their analyses, students can make predictions about future events. Naumes & Naumes (2006)
16. Reliability of the study
CHEA case: leader in requiring HEIs so to include the assessment of LO in their practices.
Mexican case: only OECD Latin country that will participate in the AHELO study
Argentinean case: Latin-American accreditation agency requiring a proof of LO assessment in its certification criteria
RIACES as a general Latin American case: to predict how accreditation in Latin America may gradually focus on the assessment of LO.
17. Limitations
Interpretations may not be completely accurate
Quality assurance faces other challenges that may not be contemplated in this study and may affect the interpretations
Hard to get the whole Latin perspective by researching only two countries as case studies
Lack of experience of the author in the accreditation field may be a limitation to understand critical issues
Language/databases, context/studies
18. Anticipation of results
Willthereactuallybeanimpact?
I dontreallyknow
Very new topic
Maybe a copyoradaptationfrom?
USA
EU
Veryslow pace
International accreditation more importantthaninclusion of LO assesment
19. References
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Brittingham, B. (2009). Accreditation in the United States: How did we get to where we are?New DirectionsforHigherEducation, (145), 7-27.
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Christy, W. K., McNeal, L., & Lewis, R. (2002). Accreditation: New directions and new reports.
Coates, H. (2009). What's the difference? A model for measuring the value added by higher education in Australia. Higher Education Management & Policy, 21(1), 77-95.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, Calif.: Sage Publications.
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Eaton, J. S. (2002). Assuring quality and accountability in postsecondary education: Assessing the role of accreditation. Washington D.C.: Council for Higher Education Accreditation.
Eaton, J. S. (2008). ATTENDING to student learning. Change, 40(4), 22.
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European Commission. TUNING educational structures in Europe. Retrieved 3/22/2010, 2010, from http://tuning.unideusto.org/tuningeu/
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20. References
Kristoffersen, D. (2010). Advice on learning outcomes resarch.
Kuh, G., & Ikenberry, S. (2009). More than you think, less than we need: Learning outcomes assessment in American higher education. National Institute for Learning Outcomes Assessment.
Lamarra, N. F. (2003). Higher education, quality evaluation and accreditation in latinamerica and MERCOSUR. European Journal of Education, 38(3), 253.
Liu, O. L. (2009). Measuring learning outcomes in higher education No. RDC-10) EducationalTestingService.
LopezSegrera, F. (2003). El impacto de la globalizacin y las polticas educativas en los sistemas de educacin superior de Amrica Latina y el Caribe. Buenos Aires, Argentina: CLACSO.
Lpez Segrera, F., Brock, C., & DiasSobrinho, J. (2009). Higher education in Latin American and the Caribbean 2008. Venezuela: IESALC-UNESCO.
Marijk van, d. W. (2007). Internationalization of higher education in the OECD countries: Challenges and opportunities for the coming decade. Journal of Studies in International Education, 11(3), 274-289.
McMillan, J. H. (2008). Educational research: Fundamentals for the consumer Pearson/Allyn and Bacon.
Mori, R. (2009). Accreditation systems in Japan and the United States: A comparative perspective on governmental involvement. New Directions for Higher Education, (145), 69-77.
Naumes, W., & Naumes, M. J. (2006).Art and craft of case writing. M.E. Sharpe.
Nuez, A. M. (2008). Evaluacin de los niveles de adquisicin e integracin de conceptos y competencias en ciencias bsicas en la Universidad de Mendoza. Universidad de Granada).
Nusche, D. (2008). Assessment of learning outcomes in higher education: A comparative review of selected practices OECD, Directorate for Education.
Organization for Economic Co-operation and Development. OECD feasibility study for the international assessment of higher education learning outcomes (AHELO). Retrieved 3/22/2010, 2010, from http://www.oecd.org/document/22/0,3343,en_2649_35961291_40624662_1_1_1_1,00.html
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