LHE-7400

Johnson, L. (2012). Closing the Loop: Using Assessment Results to Modify the Curriculum so That Student Quantitative Reasoning Skills Are Enhanced. American Journal of Business Education, 5(4), 465–468.
This paper presents the methodology used by the College of Business Administration at California State University, Stanislaus to assess its students' quantitative reasoning skills and the resulting actions taken to improve student performance.

Worthen, B. (1990). Program evaluation. In H. Walberg & G. Haertel (Eds.), The international encyclopedia of educational evaluation (pp. 42-47). Pergammon Press.
An excellent overview of program evaluation terms and approaches.

Frye, A.W., & Hemmer, P.A. (2012). Program evaluation models and related theories: AMEE Guide No. 67, Medical Teacher, 34(5), 288-299.
Frye et al. (2012) review theoretical foundations that underlie various program evaluation approaches in hopes of providing practitioners with the knowledge needed to confidently choose an appropriate program evaluation approach that supports intentional program improvement and describes the intended and unintended changes and outcomes associated with a program.

Li, S.T., Klein, M. D., Balmer, D.F., & Gusic, M. E. (2020). Scholarly evaluation of curricula and educational programs: Using a systematic approach to produce publishable scholarship. Academic Pediatrics, 20(8), 1083-1093.
Li et al. (2020) provide an overview of program evaluation terminology and discuss how program evaluation approaches should address the WHO, WHAT, WHY, and HOW of a program and describe examples of best practice models that included the critical elements of any program evaluation plan.

Zeich, A.Z., Collins, G.R., DeFranco, A.L., & Pieper, S.L. (2019). A recommended closed-loop assessment of learning outcomes process for hospitality programs: The experience of two programs, Part 1. International Hospitality Review, 33(1), 41-49.

Zeich, A.Z., Collins, G.R., DeFranco, A.L., & Pieper, S.L. (2019). A recommended closed-loop assessment of learning outcomes process for hospitality programs: The experience of two programs, Part 2. International Hospitality Review, 33(1), 53-65.
Parts 1 and 2 together provide you with a case study of the processes involved in planning for, conducting, and reporting on program and student learning outcomes and how these programs operationalized these steps to close the loop and use the feedback to make continuous improvements in their program.

Martin, E.M., Moorcroft, S. J., & Johnson, T.G. (2019). Backwards design and program level approaches to coach development in higher education. International Sport Coaching Journal, 6, 329-338.
Moorcroft et al. (2019) describe the backward design approach they used to develop PLOs for a new certification program in coaching and the rationale for the use of this approach when no governing or accrediting sport body provides specific guidelines or requirements for outcomes.

Pierce, G. (2015). Curriculum mapping. CEIT.
This brief PowerPoint on curriculum mapping provides a variety of examples of how to conceptualize and present the alignment of program-level outcomes with institutional outcomes and student learning outcomes.

Bledsoe, K.L., & Graham, J.A. (2005). The use of multiple evaluation approaches in program evaluation. American Journal of Evaluation, 26(3), 302-319.
Bledsoe and Graham (2005) demonstrate the synthesis of five different evaluation approaches to evaluate a community-based literacy program, Fun with Books. The evaluation approaches include theory-driven, consumer-oriented, empowerment, inclusive evaluation, and use-focused evaluation.

Kelley, K. A., Coyle, J. D., McAuley, J. W., Wallace, L. J., Buerki, R. A., & Frank, S. G. (2008). Writing PharmD Program-Level, Ability-Based Outcomes: Key Elements for Success. American Journal of Pharmaceutical Education, 72(5), 1–5.
This resource describes the process and outcomes of a PharmD program meticulously developing PLOs for their PharmD program and present the practice of writing ability-based outcomes focusing on knowledge, skills, and attitudes of graduates.

Ewell, P. (2008, June). Building academic cultures of evidence: A perspective on learning outcomes in higher education [Paper Presentation]. Symposium of the Hong Kong University Grants Committee on Quality Education, Quality Outcomes – The way forward for Hong Kong, Hong Kong.
Ewell’s (2008) presentation highlights the benefits and drawbacks of an outcomes-based approach to achieve the necessary culture of evidence required to document student learning and program outcomes.

Liao, S., & Hsu, S. (2019). Evaluating a continuing medical education program: New World Kirkpatrick Model approach. International Journal of Management, Economics and Social Sciences, 8(4), 266-279.
Liao and Hsu (2019) present their findings of a path analysis model demonstrating the direct and indirect effects of New World Kirkpatrick Model Level 1, 2, and 3 measures on Level 4 measures.

Frey, B.B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. SAGE.
Frey (2018) provides a comprehensive overview of the many different program evaluation approaches. Particularly, you might want to focus your reading on the sections on Evaluation Concepts and Evaluation Designs.