WELCOME TO AALHE

The Association for the Assessment of Learning in Higher Education (AALHE) is an organization of assessment practitioners committed to documenting and improving student learning in higher education.

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Fifth Annual AALHE Conference

Join us in Lexington, Kentucky on 1-3 June, 2015, for the AALHE Fifth Annual Assessment Conference

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2015 Conference

AALHE Professional Development Webinar Series

AALHE continues with a condensed reprise of a standing-room-only workshop from our 2013 Conference, Using Credit Hour Compliance to Forward Authentic Assessment.

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Follow AALHE on Facebook and Twitter

Stay up-to-date with AALHE news and stories and trends from around the higher education assessment world

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Learn from Our Speakers and Facilitators

As a member, you’ll qualify for discounted access to AALHE events focused on sharing innovative best practices for higher education learning assessment.

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Blog

  • May 11, 2014

    The Course Design Survey

    In a recent post to the ASSESS listserv Ephraim Schechter proposed an elegant solution to the problem of public disclosure impacting assessment bias. ‘real accountability includes the also reporting the data's impact on planning. Even when the answer is "we didn't change anything because the data said we shouldn't," making that explicit still shows that our planning...

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  • May 11, 2014

    The Academic Praxome

    Three years ago Virginia Wesleyan College underwent a major reform framed as moving to a four-by-four curriculum (four, four-credit courses per term). Since this involved adding one credit to most courses, the faculty course designers were asked to describe the enhancements that would justify the additional credit. Part of this description was a 13-item checklist of “enhancments”...

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  • May 11, 2014

    AALHE-2013 Presentation Materials

    The materials for David Dirlam's Concurrent Sessions at AALHE 2013 can be found at the following wiki page: The Intricate Unfolding of Assessment Systems...

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  • May 11, 2014

    Impact Measures using LONs and PIPs

    A long standing problem in assessment involves the reporting of course impact information. The problem occurs whenever a course is taught by a single instructor. If the impact information is made public, it could affect their employment evaluations. That, as the traditional strongly holds, is tantamount to killing assessment. As written in earlier postings, Learning Outcomes Networks (LONs)...

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  • May 11, 2014

    Should Learning Outcomes Replace Grades?

    Catherine Wehlberg recently posted to the ASSESS Listserv that she "would love to hear your thoughts about the recent Inside Higher Ed Article, Missing the (Grade) Point - ...

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  • May 11, 2014

    Practice I: Horror Vacui and the Learning Outcome Network

    In art criticism horror vacui is the meticulous filling of empty space with visual clutter. A Senior Integrative Experience paper I read recently by Jenna Chander likened it to obsessive-compulsive disorder. Schizophrenia is another psychological diagnosis sometimes associated with paintings that exhibit horror vacui. In contrast, many world class modern architects practice minimalism. Instead...

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